中小学长期推动教师专业发展评鉴之策略研究-国家教育研究院.pdfVIP

略 61 略 * 利連理年 了年列略1參數 參2 勵行略 3 略行 數略16 略20 數略40 行略 * 立 旅 liyiafeng@ 來 2014 年2 7 2014 年4 29 2014 年6 16 62 114 School-Strategy of Participation in the Teacher Evaluation for Professional Development Li-Yia Feng* Abstract By means of questionnaires, document analysis, and interviews, the author investigates and analyzes the performance of the schools which have participated in the teacher evaluation for more than three years. Following aspects for the promotion of future evaluation are considered: (1) the numbers of participants and the status quo for talent nurturing, (2) strategies and executions, such as implementation, effects, evaluation criteria, evaluation method, sharing mechanics, methods of encouragement, and program integration, (3) the mechanism for professional development, such as tutors, professional learning communities, and evaluation related training courses. Our findings indicate that participating schools performed better in nurturing talents, training administration, steering group meetings, integrating evaluation program with school-based programs, developing evaluation criteria, improving evaluation methods and dimensions, and supporting for professional development programs. Note that most of schools achieved basic performance with 16 items, a part of them met the standard with 20 items, and only a few schools got excellent grade with 40