Introduction. Evaluation of teachers' professional performance is one of the statutory obligations of school head teachers in Slovakia. However, in fulfilling this obligation in practice, there is no systematic approach to relevant assessment of the level of professional competences of teachers. In an effort to contribute to the elimination of this problem, the national project Evaluation of Teacher Competences was carried out at the Constantine the Philosopher University in Nitra (Slovakia) in which a methodology and a set of tools for stratified assessment of key teachers' professional competences was developed.
Materials and Methods. The paper presents a case study the aim of which was to prove applicability of the designed assessment methodology with its assessment tools in practice. The case study was carried out in a lower secondary school and the object of the testing process was the applicability of the developed Assessment and Self-assessment Sheets for evaluating ten key professional competences of a teacher. The study presents the sum of data collected from one teacher.
Results. In the frame of the carried out case study all the designed evaluation tools were verified and the collected data and results of the case study prove the applicability of the tools in school practice.
Conclusions. Considering the results of the research records comparative analysis two important findings were obtained. One concerns the importance of the post-observation interviews and the second one is related to the importance of the evaluators’ professional training.