教師專業發展評鑑實施正式評鑑之研究～以安安國小為例

A Study of the Formal Evaluation Conducted from Teachers' Professional Development Evaluation in Ann Ann Elementary School

本研究以安安國小為例，探討實施教師專業發展評鑑之正式評鑑推動歷程與運作情形及其對教師專業成長的影響。本研究採個案研究法，透過訪談安安國小五位教育人員、以文件分析的方式蒐集相關文件，進行資料分析，研究結果臚列如下：一、教專之正式評鑑推動歷程聚焦於教師專業成長，結合教師精進社群或專案計畫，以利長期實施與執行。二、校長以首席教師領導教專之正式評鑑，行政提供實質的支援得到老師認同。三、教師主動性不強、運作時間不足、排課問題、上網填寫評鑑流程及觀課時間太短，造成實施教專之正式評鑑困境。四、教專之正式評鑑運作順利關鍵因素為校長具備教專知能及教師合作學習文化。五、教專評鑑工具協助教師在「課程設計與教學」與「班級經營與輔導」兩層面的專業成長。六、促進教師省思及專業能力提升來自同儕分享文化與轉化知識能力。七、發展教師專業成長延續性的模式以型塑學校分享的組織學習文化。

The purpose of this study was to explore the process,the operational situation of the formal evaluation conducted from the professional development evaluation and the influence on professional growth after participating the formal evaluation conducted from professional development evaluation in Ann Ann Elementary School. This study adopted case study, through interviews five educators from Ann Ann Elementary School, collected relevant documents and analyzed them. Hereby the results are as below: 1. Formal evaluation of teachers' professional development evaluation implementation process focused on the professional growth of teachers which combined teacher professional learning community and project plan in order to facilitate long-term implementation and enforcement. 2. The principal is the official teacher to lead the formal evaluation of teachers' professional development evaluation, and the administration provides the substantive support to get the teacher identity. 3. The difficulties were due to the less initiative of the teachers, the time insufficiency, class arrangement, fill in the information process and the time limits of teaching observation. 4. A key factors of the formal evaluation of teachers' professional development evaluation were the principal`s professional development evaluation knowledge and teachers' cooperative learning culture. 5. The teachers' professional development evaluation tools help teachers make progress in “curriculum design and teaching” and “class management and counseling”. 6. A sharing culture and the ability to converting their teaching knowledge promoted teachers' reflection and professional ability. 7. The development of teacher professional development evaluation continuity model shaped the school`s organizational learning culture.