以教師專業發展評鑑為徑建構學校專業學習社群

To Construct School Learning Community with Evaluation of Teacher's Professional Development

本研究以新竹縣希望國小專業社群教師為對象，主要目的是透過教師參與專業發展評鑑模式，重新建構教師專業社群的理論與實務及歷程，使教師們在主動、自主、鼓勵及支持的情境中，對專業社群建構出合適的觀點與了解，並具有付諸實現的經驗和能力，進而精進教學能力。透過教師專業社群成長團體的運作，採用專業對話、教室觀察、檔案分享、協同教學、教學研究、課發會等方式，期於最短時間內提高教師對閱讀教學省思與整合之能力，以因應教師專業發展評鑑實施的需求。另就學校現有各學習領域課程小組模式，以「教學問題」、「教學研究」及「問題解決」為導向，在每週三、五下午，全校安排專業社群對話時間，讓教師相互研討。教師進修課程的安排則針對教學實際需求，彈性安排每週聚會一到兩次，每次一到二個小時。運作模式隨著教師成員的特質、背景、需要、興趣及學校發展的需求，研究小組逐週檢討，並隨時彈性調整。社群的形式與內容的安排則透過研究小組的檢討與討論，盡量保持彈性與靈活。學校亦結合閱讀教育的推動，加速學生學習之成效。社群目標首重教師增能，具備精進閱讀教學技巧，激發閱讀教學熱忱，為此，學校辦理了閱讀寫作教學、繪本小書創作、閱讀與行動研究等，以增進教師閱讀教學技巧的研習，並成立「閱讀園丁」教學社群，每週固定進行教師專業對話，以及閱讀教學的行動研究等教師增能活動。本研究在討論教師專業社群與教師專業成長促進教師閱讀教學專業能力的功效與優點時，不僅針對教師專業能力的改變，也包括教師對教學、行政、工作情緒的影響分析，列出具體的優點與功效及實施後發現的缺點與限制，以提供他校參考。

The Professional Learning Community (PLC) of Hope Elementary School in Hsinchu County is the object of the study. The purpose of the study is to reconstruct the PLC's theory and practice via teacher evaluation and makes the teachers to construct suitable ideas and understandings and to have the experiences and abilities to achieve it and then improve teaching capability. Through the function of PLC, teachers' reading teaching self-criticism and the ability of integration are enhanced in a short time. During the study, professional dialog, classroom observation, file sharing, team teaching, committee of school curriculum development and teaching research are adopted. Teachers from each course group of learning domain, which is teaching problem, teaching research and problem-solving oriented will have a discussion in PLC every wednesday and friday afternoons. The PLC meeting which is aimed at real teaching requirement is flexibleis held one to twice a week, each time one to two hours. The funtion style of PLC will be changed and flexible adjusted according to members' characteristics, backgrounds, requirements, interests and school development requirements. The style and course arrangements of PLC is kept flexible as far as possible via its self-criticism and discussion. Reading education is promoted to accelerate students' learning results. The goal of PLC is not only to improve teacher's reading teaching skills but also arouse enthusiasm for reading teaching. Therefore the workshop for teaching of reading and writing, creation of minibooks and action research were held, but also the PLC for “Reading Gardner” was set up. The research is discussed on how PLC effects teacher's professional reading teaching comprehention and its advantages, not only focusing on the changes of teacher's professional comprehention but also including the influences of teaching, administration and working emotion by teachers and lists concrete advantages and results and its disadvantages and restraints which can be the reference for other schools.