以专业学习社群推动.pptVIP

以「專業學習社群」推動 評鑑後之教師專業發展— 學校行政如何提供協助與支持 Investment in Professional Development 投資專業發展 The Principal/Headmaster takes charge of his/her own learning and helps teachers take charge of their own learning to improve instruction and raise student achievement. 校長要不斷自我成長，並同時協助教師 自我成長以改善教學，並提昇學生的學習成績 Shared Leadership分享領導權 The Principal/Headmaster nurtures leadership and collaboration within the school community. 校長培養及促進教師的領導能力，發揮合作精神。 Collaborating Embedded into School Operation 同儕專業合作融入學校運作 To support Professional Learning Communities, meaningful collaborating must be systematically embedded into the daily operations of the school 要支持專業學習社群，必須有系統地把有意義的合作融入學校的行政運作中 Peer Observation is a necessary part of a Professional Learning Community 以專業學習社群推動「同儕教學觀察與回饋」 Two years ago, The Josiah Quincy Upper School decided that Peer Observation is a necessary part of a Professional Learning Community. 兩年前，昆士中學認為： 「同儕教學觀察與回饋」是教師專業學習 　社群的重要一環，要求每位教師參加 Criteria of Peer Observation: 「同儕教學觀察與回饋」的標準: 2. Peer Observation should support the Common Instructional Routines. The Common instructional Routines were developed by the ILT in order to ensure that students experienced a consistent education. 「同儕教學觀察與回饋」是根據「教學領導小組」研擬的「共同教學規準」，以確保學生接受到質量一致的教育 3. The focus of a Peer Observation should be decided by the teacher, not the observer. 「同儕教學觀察與回饋」的觀察重點，應由 被觀察教師選定，而不是由觀察者決定 Process 過程 1. Observers will be required to list three classrooms they wish to observe. 觀察者要列出他／她們想要觀察的 三堂課，以便對方能事先準備 2. A group of team leaders will organize who observes who. 教學領導小組將安排由哪個教師觀察 哪個老師 Protocol 教學觀察程序 : Pre observation meeting 教學觀察前會談 Observation 進行教學觀察 Post Observation meeting 教學觀察後會談 Observation 進行教學觀察 According to the following Instructional Routines to observe and fill out the Response Form: 根據下列的各項教學規準進行觀察 及填寫回應表： Observation進行教學觀察（續） Clear Objectives / Clear Key Questions　　　　　　　　　 明確的目標/ 明確的待答問題 Use of Dir