日本青森縣中小學教師評鑑制度之探討

New Teacher Evaluation System in Elementary and Middle Schools of Aomori Prefecture of Japan

本文以日本青森縣新式教師評鑑制度之實施背景、理念基礎及整體架構作介紹，闡述教師評鑑制度對於提升教師績效之正向幫助，與活化學校組織發展之貢獻。該評鑑制度為結果導向性質，規範教師朝專業學習與績效目標的方向努力，加上有完善的支持資源系統規劃，使得教師評鑑制度可以正式全面實施。反觀國內教師專業發展評鑑計畫，屬於形成性導向、試辦性、志願參與性質，故實際參與教師評鑑制度的人數比率仍然有限，所以無法全面落實中小學教師進行專業學習及維持教師品質。基於教師是一種專業職業，需要不斷學習成長，尚須兼顧學生的學習權益，故依據推動教師專業發展評鑑現況，應該針對教師評鑑議題進行通盤檢討，包括建構與評鑑制度有關的整合性支持系統體系、教育回歸專業避免太多政治力介入，甚至立法取得教師須接受評鑑制度的法源依據並定位為結果導向的評鑑性質，才能實質提升國內教師專業品質與保障學生的學習權。

The study explores the new teacher evaluation system in elementary and middle schools of Aomori Prefecture， including the background， meaning and whole framework. Then to state the system helping teachers raise their accountability and contributing to the innovation of school development. Besides， the new teacher evaluation system is outcome-based， so teachers are demanded that they must make progress in professional development and attain to their aim. By complete support resources planning， the new evaluation system could put into practice easily. Reviewing the policy of ＂teacher professional development evaluation＂ promoted by the Ministry of Education in Taiwan， it is voluntary policy and the low proportion of teachers participation .By the new teacher evaluation system in elementary and middle schools of Aomori， we learn how to emend our policy. So that may assure teacher quality and ensure students' learning rights. The suggestion related to teacher professional development evaluation in Taiwan as follows: (1)Reviewing the support system and constructing an integral whole system. (2)Avoiding too much political force bargain with education. (3)The government needs to legislate for all teachers to participate teacher evaluation system， that positioned on outcome-based system.