中小學長期推動教師專業發展評鑑之策略研究

School-Strategy of Participation in the Teacher Evaluation for Professional Development

我國中小學的教師專業發展評鑑是一種學校本位的評鑑模式，本研究利用問卷、文件分析和訪談法，分析連續辦理三年以上的學校，了解學校近五年在下列三項的策略表現：（1）參加人數、人才培育的參與情形，（2）推動小組之運作和成效、評鑑規準和評鑑方式、分享機制和激勵方式、計畫整合等推動執行策略，（3）教學輔導教師、教師專業學習社群及評鑑相關研習之專業成長機制，作為後續推動改進之依據。研究發現學校使用較佳的策略是「人才培育／行政研習」、「推動小組會議」、「教專計畫與校內計畫的整合」、「評鑑規準的研擬」、「評鑑方式、層面的精進」、「學校對專業成長方案的支持」，其中大多數學校能達成的「基本策略」16項，部分學校能達成的「進階策略」20項及少數學校能達成的「典範策略」40項。

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 evaluate on 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 items.