Significant changes to the teacher evaluation system are introduced under a draft bill by the Ministry of Education, which is set to be submitted to the House of Representatives plenary session and has already sparked strong reactions.
According to Politis newspaper, the reform centres on the introduction of a final numerical assessment, with the school inspector playing a decisive role. Under the proposed framework, the inspector’s evaluation will carry 85% weight, while the role of the school unit director will be limited to 15%.
Regular assessments for all teachers
The evaluation will apply to all teachers and will be carried out at regular intervals based on predefined criteria. These include scientific knowledge, pedagogical and teaching competence, professional conduct, cooperation within the school environment, and participation in professional development activities.
Grading will be carried out on a scale from 1 to 40, with no differentiation in the weighting of the individual evaluation areas.
Support framework for newly appointed teachers
Special provisions are included for newly appointed teachers, who will be integrated into a professional learning and guidance programme. Within this framework, the role of the senior teacher as mentor is institutionalised, aiming to support, guide and ensure the smooth integration of new educators into the school system.
Career progression and leadership positions
The draft bill also regulates issues related to career advancement. After completing 12 years of service, teachers will gain the right to apply for positions as school directors in Primary Education and senior directors in Secondary Education, subject to specific conditions linked to their evaluation results.
Ministry assurances and reactions
The Ministry of Education maintains that the new framework aims to improve the quality of education, ensure objectivity, and link evaluation with continuous professional development. It stresses that the process is not punitive, but instead focuses on supporting and upgrading educational work.
However, educational organisations have expressed strong reservations and opposition, citing an excessive strengthening of the inspector’s role, a reduction in collective processes, and risks of arbitrary judgment. They are calling for amendments to the bill and state that they will continue to closely monitor developments ahead of parliamentary debate.
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