優質學校評選的形塑與再形塑：教師教學的向度

The Shaping and Reshaping of Excellent School Evaluation: A Teaching Perspective

臺北市辦理優質學校評選已有15年的歷史，回首評估後再向前是重要的。本文對焦「教師教學」面向，先以工具的視角來詮釋評選的項目和標準，看見其催化的功能；另在學校特色的呈現上，建議申請學校換位思考，以利產出不同的看見，而後改變才更容易發生。此外，該評選標準是日新又新且具第三空間色彩的工具。第三部分以訪談方式了解參與評選對學校引發的正／負向效應；另亦探究未曾參與評選學校之主要原因有三，分別是：優質學校評選非其生存之優先考量、教師不願意投入評選、學校自我評估未達優質門檻。第四部分諮詢向度評審和來自教學現場的聲音並輔以撰稿者多年參與經驗，整合後提出五項建言，如複評時宜增加教師教學的觀察時間。

It has been a decade since the launch of excellent school evaluation in Taipei City. This article aims to look back at the history of this activity to try and shed new light for the future. Three main parts constitute this review. First of all, the concept of a tool is used to interpret the evaluation process. Then opinions from the schools have been collected through interviews. Thirdly, suggestions for the future of this evaluation are portrayed. Five suggestions arose from the study. First, it was proposed that the observation time of teaching should be increased. Next, evaluation criteria /standards for this activity should be revised, the spirit of win-win should be promoted and teaching approaches could be further enriched. In addition, attention needs to be paid to the hidden curriculum presented by the whole school environment.