| Summary: | 碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所教育行政碩士學位在職進修專班 === 101 === This study aims to investigate the evaluation systems for the primary and secondary school teachers in Australian states. Analyses of the evaluation content and the differences among the states are explored and the findings are summarized as following:
1. Teacher evaluation in Australia is on legal bases, so it can be implemented smoothly.
2. Teacher evaluation in Australia is an evaluation system which is mainly for formative purposes and supplemented by summative purposes.
3. Australian Government and the states have complete teacher professional standards to provide reference for performance appraisal.
4. Australian Government has complete evaluation plans for teachers at various stages of career development.
5. The sources of teacher evaluation information in Australia are diversified, and the performance of teachers can be effectively demonstrated.
6. How to apply student learning outcome data to teacher performance appraisal has not yet reached a consensus.
7. Australian teacher evaluation shall still be assisted to be improved by external oversight mechanisms.
According to the findings of this study, following suggestions are made as reference to promote future evaluation for teachers:
1. Complete amending Teacher Laws as soon as possible to serve as a basis for the implementation of teacher evaluation.
2. Teacher evaluation should aim mainly at formative purposes and be supplemented by summative purposes.
3. Consult the public opinions widely and complete the deliberate planning of evaluation criteria as soon as possible.
4. Make reference to Australian teacher evaluation system in order to construct a diversified teacher evaluation system.
5. Teacher evaluation should be taken charge of by principals, and principals should be evaluated first to examine their expertise.
6. Teacher evaluation should be planned by professional institutions and should be provided with diversified evaluation resources.
7. The teacher evaluation data should be collected from diversified sources in order to effectively demonstrate the teacher performance.
8. Study as soon as possible whether the student learning outcomes can be reasonably applied to formative evaluation.
9. Establish an appropriate external mechanism as soon as possible to supervise teacher evaluation.
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