1. Teacher Evaluation 張媛甯 資料來源： Handbook on Teacher Evaluation (Chapter 1-3) (Chapter 1-3) J. H. Stronge & P. D. Tucker 著

2. Identifying Evaluation Purposes The performance improvement purpose –Related to personal growth and development –Formative nature The accountability purpose –Reflects a commitment to the professional goal of competence and quality performance –Summative nature and relates to effectiveness of educational goal

3. Linking professional growth and accountability in teacher evaluation Improved teaching ＝ School improvement 3-level improvements –Improvement in performance of individual teachers –Improvement of programs and services to students, parents, and community –Improvement of the school’s ability to accomplish its mission

4. Key components of constructive climates for teacher evaluation(1) Communication in evaluation –Public communication –Private communication Commitment to evaluation –Establishing a culture for teacher evaluation –Organizational commitment Establishing teaching excellence Allocating time and attention to the implementation Devoting available resources (funds & counsel)

5. Key components of constructive climates for teacher evaluation(2) Collaborative in evaluation –Maintaining trust is key to developing a sense of ownership “ Teacher evaluation is not an event but a dynamic, evolving process.” “ Teacher evaluation is not an event but a dynamic, evolving process.” － McLaughlin － McLaughlin

6. Guidelines for developing and implementing quality teacher evaluation systems Relate the overall teacher evaluation system and individual performance roles to goals of the organization Consider the context of teacher evaluation Base teacher evaluation on clearly defined job duties Use multiple sources of evidence to document teacher performance Design and use a performance assessment rubric to make fair judgments in teacher evaluation The overall teacher evaluation system should facilitate professional growth and improved performance

7. Background and context: the role of the teacher changed over time Fundamental expectation –Subject matter expertise –Ability to plan lessons Additional expectation –Assessment –Communication and community relations –Ongoing development

8. Major frameworks Interstate new teacher assessment and support consortium (INTASC) standards National board for professional teaching standards

9. Models of teacher evaluation Teacher trait model Process-oriented model Duties-based evaluation Accountability Goals-based evaluation Professional growth model hybrid

10. Standards for quality personnel evaluation ProprietyUtilityFeasibilityaccuracy

11. The hybrid model- Goals and Roles Evaluation Model Assumption –The improvement efforts of individuals must be embedded in larger organizational change efforts –Encourage the improvement of professional educators as a means of improving the school system as a whole

12. The hybrid model- Goals and Roles Evaluation Model Purpose –To contribute to the successful achievement of the goals and objectives of the whole school system –To improve the quality of instruction by assuring accountability for classroom performance –To provide a basis for instructional improvement through productive teacher appraisal and professional growth –To create a collaborative process for evaluation between teacher and administrator

13. The hybrid model- Goals and Roles Evaluation Model Key features –Use of straightforward, understandable language –Adaptability –Systematic approach to evaluation –Emphasis on communication through the evaluation process –Legally and technically sound evaluation system –Use of multiple data sources

14. The hybrid model- Goals and Roles Evaluation Model Step in the Goals and Roles Evaluation Model –Development phase Identify system needs Develop job performance standards Set performance criteria –Implementation phase Document performance Evaluate performance Improve and maitain performance & professional service