A Study of the Formal Evaluation Conducted from Professional Development Evaluation in Chien chien Elementary school

• Main Authors: Mei-Ching Huang, 黃美菁
• Other Authors: Kuo-Liang Yen
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/nra94f

碩士 === 國立新竹教育大學 === 教育與學習科技學系 === 104 === Abstract The purpose of this study was to explore the process and the operational situation of the formal evaluation conducted from the professional development evaluation, the relationship among the teachers' professional learning communities, community relations and the micro politics as well as the influence on professional growth after participating the formal evaluation conducted from professional development evaluation in Chien Chien Elementary school. This study adopted case study, through interviews eight educators from chien chien elementary school, collected relevant documents and analyzed them. Hereby the results are as below : 1. Goal planning and implementation in each period focused on the professional growth of teachers. 2. The tutors would lead and combine the model of the formal evaluation conducted from professional development evaluation, and the teachers' professional learning communities in order to facilitate long-term implementation and enforcement. 3. The difficulties were due with the number of applications for the program, the time insufficiency, the results of evaluation, no incentives for teachers and personal factors. 4. The leaders' characteristics and peers’ interaction would influence the participation of teachers. 5. A key factor of formal evaluation of teachers' professional development evaluation, it’s main function was to include administrative leadership as tutor providing strategies and support. 6. Teacher Professional Learning Community should be combined with empowerment in order to encourage teachers’ professional autonomy. 7. Companionship, mutual trust and support were the key points of the community relations in implementing to a formal evaluation of teachers' professional development evaluation. 8. The schools faced with difficulties that include the plan of Teacher Professional Development evaluation and the educational performance. 9. Teachers presented the best performance in the aspect of "curriculum design and teaching" and "classroom management and counseling" after participating the formal evaluation of teachers' professional development. 10. The teachers’ reflection came from a sharing culture and be able to converting into their teaching knowledge. 11. Teachers’ should focus on students learning and improve teaching quality by re-examing the curriculum design and teaching. Based on the above findings, there are some suggests for chien chien elementary school, other schools, educational administrative authorities, as well as future research.