Implementation of Teacher Evaluation for Professional Development : Kaohsiung City Primary Schools Cases
Because k-12 schools in Kaohsiung have already had previous experience, primary schools of Kaohsiung City should be able to develop a new evaluation model. This study was conducted by using document analysis, questionnaires, and interviews. This study analyzes how the teacher professional development evaluation model is carried out in each primary school and its results. The findings are as follows: 1. The Kaohsiung City teacher evaluation program professional development has undergone significant changes based upon the existing framework. 2. Every school's evaluation model framework is similar, but parts of the evaluation system differ by the school's culture 3. The teachers of Kaohsiung primary schools approve of the evaluation model, however, they disagree with assistance and support from the schools' administrative department. 4. Time management is a key factor in the teacher's recognition of the evaluation program. 5. The degree to which one understands the evaluation indices and process and the fairness of the evaluation process and results, rather than the background of the teacher, can better predict the effect of the teacher professional development evaluation program on education. 6. Some teachers still do not understand the purpose of the evaluation program. Little time and the lack of an effective rewards system will affect the participation rate of teachers.
|關鍵詞||教師專業發展評鑑、後設評鑑、國小教師、Teacher evaluation for professional development、Meta-evaluation、Primary school teachers|