12 professional skills that determine the selection of quality assessors in schools

The Ministry of Education has identified 12 professional skills that govern the process of selecting evaluators in the evaluation and quality management of public education and early childhood institutions, as well as a number of selected standards and cognitive components that should be present in the candidates, who apply according to three stages that include submitting documents and a CV that includes professional competencies. Which simulates every job, personal interview, and practical selection.

The Ministry said through the guide “Professional Standards for Selecting Evaluators in the Ministry of Education,” the details of which were reviewed by Emirates Today: “Quality evaluators in schools and educational institutions must have a commitment to the vision of the Ministry of Education and the national priorities of the state, as well as strong personal skills.” Which supports building positive and constructive relationships with school leaders.”

Compelling strategic skills

The Ministry stressed the need for the evaluator to have persuasive strategic communication skills, the ability to build effective consensus between parties, as well as his ability to determine time management priorities and use specific resources, to achieve ambitious and implementable goals, and the ability to work under minimal supervision.

She stated that the evaluator must possess excellent skills in writing reports and be fully prepared to travel frequently to the fields of work. The evaluator must be bilingual and possess strong oral and written communication skills in Arabic and English.

She pointed out the importance of residents’ deep knowledge and adequate knowledge of national and international government learning policies and current guidelines, guidance, support, leadership and guidance skills, data collection skills through relevant observations and interviews, any specific group discussions, and basic skills for using a smart computer.

Ability to plan

The Ministry stressed the need for the educational evaluator (team member) to have the ability to plan evaluation activities, and conduct an analysis of the documents and data of schools and educational institutions, in terms of their inputs, operations, and performance through multiple sources, such as self-evaluation, the development plan, and test results.

She explained: “The evaluator must have the ability to review and analyze the results of evaluation and follow-up reports, develop operational plans for evaluating schools, determine the requirements for their implementation, and commit to organizing the evaluation schedule for planned or unannounced visits to educational institutions and schools in accordance with the approved methodologies and frameworks, and monitor, analyze, and collect evidence in accordance with Performance indicators and its elements, and the ability to monitor observations, interviews and meetings within the scope of school evaluation.

Monitoring violations

The Ministry said: “The educational evaluator must have the ability to monitor violations, violations and contradictions in any element of the school evaluation framework, and write reports on the results of visits to schools and educational institutions, based on the outcomes of the visits and analysis of data and evidence, and submit a report to the relevant bodies according to the time frame.” Specific and standards for writing approved reports, identifying gaps and areas for improvement in schools, proposing corrective actions and improvement practices, preparing final reports and identifying strengths and areas for improvement, violations in compliance with policies and specified standards and improvements.”

She stated that he must contribute to the preparation and implementation of surveys and studies related to quality management and evaluation, and any similar initiatives, and have the ability to monitor positive practices and experiences in schools and educational institutions that can be generalized, monitor the general development of schools and improve their performance, inputs and processes, and support the evaluation department and partners to follow up on cases. Non-compliance in the ministry, and educational institutions to ensure their closure within the specified time frame.