| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === Abstract
The study focuses on the present situations in professional development evaluation promoted for teachers by directors of educational affairs, respectively, at three elementary schools. The situations will be further stated in the paper including how those directors look upon this policy, strategies adopted and challenges faced in the process, and evaluations made on the trial implementations of professional development. Three schools for the objectives are selected each from Group A, Group B and Group C that the Strategic Alliance on Professional Development Evaluation for Teachers across Taipei County has classified. Such several approaches applied as case study, interview, third-party interview, and literature review are included with the research into the current developments of the evaluations executed at those schools. Finally, some suggestions are made so that implementation of a professional development evaluation in the future can be achieved by a director of educational affairs for those directors and departments in charge of education.
Several findings are shown in the following.
1. The directors of educational affairs at the elementary schools are capable of receiving the information concerning professional development evaluation from multiple sources. To some degree, they all make a good understanding of the policy and execute it in full compliance with the regulations announced by Ministry of Education.
2. The directors of educational affairs at the elementary schools mostly agree to the professional development evaluation and however, hold wait-and –see attitudes toward implementation of the policy when knowing that they may play a key role in it.
3. Each of the schools adopts a top-down model to promote the professional development evaluation, and details and operating procedures are both decided through discussions in meetings.
4. When the directors of educational affairs promote the professional development evaluation at school, their charisma, and mutual trust having been built at a daily time between directors and teachers are the key to operating the policy.
5. When the directors of educational affairs promote the professional development evaluation, they try to take some of the load off their positions and urge a much greater effect by integrating the evaluation into other education plans.
6. During the trial implementation of professional development evaluation made at each of the schools, there is no sufficient budget, time, and support from professionals or scholars. Additionally, the management lacks competencies and may not convince those teachers of its legitimacy based on the related laws.
7. Teachers who have joined the trial implementation of professional development evaluation hold uncertain attitudes toward multiple versions of the same policy and the highly conceptualized theories. The management cannot reach their consensus over how to build a single evaluation standard and in addition, a dialogue mechanism to promote mutual trust between the high and general level is required to be established.
8. During the trial implementation, teaching effectiveness and learning effects have both been raised. Besides, the staff’s vision has been broadened and those teachers’ understanding of education policies has been promoted.
9. The trial implementation has helped establish a better environment for professional growth groups at school and been the motive of fostering professional development at school.
10. It is a flexible trial implementation in full compliance with the school-based theory of instructional supervision. The directors of educational affairs hold positive attitudes toward the trial implementation and show their willingness to continue the policy.
Finally, several suggestions are made based on the research for reference for departments in charge of education, schools and directors of educational affairs.
|
|---|
