教師專業發展規準之探討

A Study on the Standards of Teacher Professional Development

本文首先探討臺灣制定教師專業發展評鑑規準的沿革，其次，舉美國全國專業教學標準委員會、州際教師評估與支持聯盟，以及學者Stronge與Hindman（2006）、Marshall（2016）發展的規準，說明其內涵，再以Marshall發展規準中的一項指標，說明其檢核重點的行為描述和評定等級，以及要達成指標的教師行動策略，以了解規準引導教師專業發展的重要性。據此，本文建議即使未來教師專業發展評鑑轉型為教師專業發展支持系統，規準仍有存在的價值，因為有了規準，才能引導教師擬定專業成長計畫，具體專業成長內涵。

First of all, one of the article purposes is to analyze the standards of teacher evaluation for professional development in Taiwan. Secondly, The are four exemplar in this article including of the five core propositions of the National Board for Professional Teaching Standards, the model core teaching standards of Interstate Teacher Assessment and Support Consortium, the teacher quality index by Stronge and Hindman (2006), and the seven classroom-tested practices by Marshal (2016). Thirdly, One of the indicators developed by Marshall is described the behavioral description and rating levels of this indicator. The teachers' action strategy to achieve it, in order to understand the importance of standards to guide the professional development for teachers. Finally, this article suggests the value of these standards also exist even if the teacher evaluation for professional development transformed into the support system of teacher professional development, because these standards can guide the teacher to draft the professional growth plan, and concrete specialized growth connotation.