教師領導對突破教師專業發展評鑑困境的啟示   免費試閱

The Implication of Teacher Leadership for Overcoming the Plights of Teacher Evaluation for Professional Development

教師專業發展評鑑制度雖立意良好，然而推動成效有限，且有其困境及挑戰必須加以突破。突破教師專業發展評鑑困境的策略很多，教師領導係其中一項重要策略。教師領導者可促進教師同儕專業成長、對話參與、分享回饋、反思實踐及授權增能；教師領導者也可透過向上領導及領導家長共同參與教育，以促動學校革新、提升學校效能，最後達成確保教學品質的社會期待。換言之，教師領導行為可影響教師專業成長及學生學習品質，也可確保整體教學品質，符應社會需求與專業期待，間接達成教師專業發展評鑑的目標。
本文先論述教師領導的精義，再析述教師專業發展評鑑實施的困境，最後，闡述教師領導精義對突破教師專業發展評鑑困境的啟示，並提出下列五項教師領導的策略以突破教師專業發展評鑑的困境：第一，透過各種教師領導方式及專業發展，提升教師參與評鑑動機。第二，透過批判省思、專業成長、對話及互動，突破教師抗拒心態。第三，健全並強化教師參與決定機制，落實教學研究會的專業功能。第四，建構並強化多元的專業學習社群，發展對話分享的學習文化。第五，透過平行領導影響家長社區，擴大參與支援，形成優良學風。

Although with good intention, the effectiveness of teacher evaluation for professional development (TEPD) is limited, and there are plights and challenges need to be overcome. There are strategies to break through the dilemma of TEPD, and teacher leadership is an important strategy. Teacher leaders are able to enhance peer's professional growth, participating conversations, sharing feedback, and reflecting on practices and empowerment. Moreover, teacher leaders can promote school reform and improve school performance through upward leadership and leading parents into joint participation in education. Finally, teachers' leading behavior achieves the social expectations of assuring quality instruction. In other words, it will affect teachers' professional development and students learning quality, and ensure the overall quality of teaching as well. It also matches the social and professional expectations, and indirectly reaches the goals of TEPD.
This article first expound the essence of teacher leadership, and then analyze the plights of TEPD. The inspiration of teacher leadership to overcome the plights of TEPD is illustrated in the end. This paper provides five teacher leading strategies to overcome the plights of TEPD. First, enhancing teachers' motivation to participate in the evaluation system through various modes of teacher leadership and professional development. Second, breaking through teachers' resist mentality via critical reflection, professional growth, conversation, and interaction. Third, improving and strengthening teachers' participation in decision-making, and implementing the functions of professional teaching and research. Fourth, building and reinforcing diverse professional learning community, and developing conversations to share the culture of learning. Finally, increasing participation and support to form excellent study style through parallel leadership to influence parents community.