Competence coverage specialism and CPD in one register
Register each teacher's competence per subject — specialism, teaching competence, CPD, secondary subject or none. School and municipality see coverage in one place. Ingersoll (1999) showed out-of-field teaching can reduce pupil attainment in a subject by up to 10 percentile points; our register makes that risk visible before the decision is made.
5 competence levels
Specialism, teaching competence, CPD, secondary subject and none — the official UVM vocabulary.
KPI per school
Percent competence coverage across subjects — a direct number for the quality report.
Uncovered allocations
List of subject-class allocations where the teacher lacks competence — sorted by severity.
Inline register
Update a teacher's competence while planning — no separate form to hunt for.
Municipality rollup
The municipality sees coverage per school — without access to staff personal data.
For the quality report
The figure the municipality must report is calculated continuously — not assembled in June.
In the classroom
Quality report
Pull coverage per subject in minutes — instead of a week of spreadsheets.
Negotiate CPD budget
Show precisely which subjects the municipality should fund CPD for.
Hiring
Identify which specialisms are missing for next year — in good time.
For school leadership and for the municipality
Coe et al. (2014) and Darling-Hammond (2000) show teacher subject knowledge is one of the strongest predictors of pupil outcome. The register keeps that variable visible per subject and per teacher, so you never assign a teacher to a subject without seeing the competence in the same click.
- 5 levels match the Ministry's official definition
- Inline register — update competence while allocating
- Uncovered assignments sorted by severity (year, class size)
The council gets coverage per subject per school rolled up to a single figure. It matches precisely the Ministry's 95% competence-coverage target and provides data for CPD investment and recruitment strategy across the council's schools.
- Rollup matches the Ministry's 95% coverage target
- Data basis for CPD investment per subject
- Identifies specialism shortfalls before recruitment
Research base
The register is grounded in the Ministry's definition of competence coverage and international research on out-of-field teaching.
- Børne- og Undervisningsministeriet (2024). Mål om fuld kompetencedækning i folkeskolen (95 %) — opfølgningsrapport. uvm.dk source
- Børne- og Undervisningsministeriet (2024). Folkeskoleloven §40, stk. 7 — kommunens ansvar for kompetencedækning. Retsinformation source
- Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1) source
- Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. Sutton Trust / Durham University source
- Ingersoll, R. M. (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28(2), 26–37
- Hattie, J. (2009/2023). Teacher subject-matter knowledge (d ≈ 0.11) and teacher credibility (d ≈ 1.09). Visible Learning MetaX source
- OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing source
Frequently asked questions
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