考核办法决定“注册”效果

正笔者对于上海市教委最近出台的中小学教师资格每五年注册一次的政策颇感忧虑,因为,一旦执行这样的政策,不可避免会涉及到对教师的考核。那么,与这一政策配套的考核办法又该如何制定?应该说,教师的工作主要有两块,一块是教育,一块是教学。对于教师教育水平这一方面的考核,一直以来都是一个难点。因为教师的工作是面向"人"的工作,教育的效果到底如何,是很难进行量化的。即便以往的考核中,也很难制定具体的细化标准,都是凭着印象赋分     

合理调整我国教师政策价值取向初探

总结历史经验教训,分析新世纪新阶段社会政治经济文化深刻变革,适时地调整我国教师政策价值取向十分必要.当前我国教师政策价值取向应进行三个方面的调整：教师社会价值定位从阶级定位向职业定位转变、教师政策价值标准从干部标准向人才标准转变、教师政策价值追求从加强管理向促进发展转变.合理调整我国教师政策价值取向操作层面的四个途径方法：确立＂四个尊重＂的社会主流价值导向、实行教师政策职能机构的相对专门化和人员的专业化、建立开放互动的教师政策制定系统、建立和完善教师政策评价制度.     

从工具理性到价值理性:我国高校教师考核评价的政策转向

经过四十多年的改革与发展,我国高校教师考核评价政策有效优化了高等教育资源配置,打造了一流师资队伍,促使高校教师更好地履行职责。我国高校教师考核评价改革过程中存在政府主导考核评价体系的延展性过强、考核方式精细化伴随指标权重的失衡及评价的功利化、工具化现象严重等问题,影响了高校教师考核评价政策的有效发挥。新时期应进一步落实高校的政策设计与管理权,复归教师的人本价值属性,强调教师考核评价的价值理性,构建权重平衡的考核评价指标体系及符合教师成长发展规律的评价机制。     

日本新型本科职业大学师资队伍建设研究——以日本专门职业大学为例

专门职业大学是以培养产业急需的专业性职业人才为目标的本科层次职业大学.专门职业大学深刻认识到师资力量对人才培养的重要性,对教师的能力素质予以高度关注,积极与地方政府、行业企业及相关机构开展合作,力图通过提高教师准入门槛、完善教师研修制度与考核评价体系等举措打造出一支高水平师资队伍.专门职业大学是在遵循相关政策文件要求的基础上,结合自身办学定位建设师资队伍的,其经验对我国本科层次职业教育的师资队伍建设具有积极借鉴意义.面对当前我国经济社会发展迫切需要大批复合型技术技能人才的现状,我国本科层次职业教育必须按照更高标准建设师资队伍,为产业转型升级提供高素质技术技能人才支撑.     

国外“双师型”教师政策对我国职业教育发展的启示

本文基于我国“双师型”教师政策存在准入标准不统一、管理比较粗放、评价考核不科学等短板,论述国外职业教育发达国家的“双师型”教师政策的特点、我国“双师型”教师政策发展进程和问题,并就国内外相关政策进行了对比研究,提出我国应广泛借鉴外国成功经验,制订、完善“双师型”教师准入政策、专业要求政策、培训政策等策略。     

我国城市小学教师专业发展途径与效果的调查研究

教师专业发展已经成为我国近年间教育改革和教育研究中的重要话题.由于教师的专业素质直接而深刻地影响着教育活动的成效,寻求可行而有效的教师专业发展途径,也确实值得理论上、政策上和实践上予以关注.     

中小学教师对绩效工资政策满意度的调查研究

调查发现,虽然部分中小学教师对义务教育学校绩效工资政策仍然还不够了解,但整体而言,广大中小学教师对此项政策实施的满意度较高.同时,绩效工资政策也对教师的工作满意度带来了新的影响和变化.新形势下,进一步落实义务教育绩效工资政策,一是要厘清政策目标,强化政策宣传;二是要加大财政投入,夯实经费保障;三是要加强绩效管理,完善考核体系.     

高校思想政治理论课考核评价体系问题的旧议与新评

"05方案"实施以来,广大思想政治工作者和高校思想政治理论课教师围绕高校思想政治理论课考核评价体系问题展开四大论争:一是开卷考核与闭卷考核之争;二是过程性考核与终结性考核之争;三是差异化考核与同质化考核之争;四是多主体考核与单主体考核之争。结合新时代高校思想政治工作的新问题、新特点、新要求,重新审视和评议这四大论争,对于深刻认识做好新时代高校思想政治理论课考核评价体系的重大意义、目标任务和基本要求具有十分重要的理论价值、学术价值和现实意义。     

20世纪80年代以来美国印第安纳州教师资质提高政策论略

20世纪80年代以来,美国印第安纳州为了提高教师参与教育改革的能力,适应教育改革的需要,在教师资质提高方面采取了一系列的政策措施.政策是在特殊背景下出台的,对于教师培养机构、新任教师进修、在职教师进修以及优秀教师奖励制度等方面都做了详备的规定,政策有力促进了州教师资质的提高和改善,对于我国教师教育改革发展与提高有一定借鉴意义.     

中小学教师考核评价问题分析及建议

实行聘任制是我国中小学教师评价实现从粗放型到精细型的分野.作为聘任制的支持系统,中小学教师评价机制逐渐成为关注的焦点和管理的重心.中小学教师考核中存在人性论假设和前提、泛考核化的围城现象、教师心理危机等问题.因此,教师考核机制改革中应当做到审慎地进行考核价值观的科学性研究、考核立制要基于法律前提、调整考核内容结构并需加强民主化建设.     

The influence of school leadership on teachers’ perception of teacher evaluation policy

The understanding of teachers’ perception of new educational policy is crucial since this perception shapes the policy’s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers’ perception of the new teacher evaluation policy. The conceptualisation of teachers’ perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers’ policy perception. More specifically, the structure a school leader provides in a school and the amount of trust teachers have in the school leader have a significant impact on teachers’ perception of the practicality of the new teacher evaluation policy.     

教师定期交流的政策困境与对策--基于政策工具的视角

尽管教师定期交流已上升为国家政策,但在各地执行过程中,存在明显的象征性执行、替代性执行等政策缩水现象。在政策工具理论视域下,教师交流政策工具的选择和优化方面尚有较大提升空间。因此,应重新确立政策工具的价值取向,兼顾国家战略、学校利益和教师诉求的平衡;加强对政策工具执行效率的评估,完善教师交流相关制度;加强教师交流政策与其它政策的融合,推动配套制度改革,以逐步实现全员流动,促进师资均衡配置。     

Stress and the deputy head

In recent years Ministries of Education in Canada have developed provincially mandated teacher evaluation policies to ensure the provision of effective classroom instruction to students and the professional growth and development of teachers through the assessment of their performance in the classroom and the quality of their teaching practice. Based on an in‐depth study of teacher evaluation practices in a school jurisdiction in the province of Alberta, the researcher concludes that the policy falls short in meeting these intended objectives for essentially three reasons: (1) teacher evaluation is an externally imposed bureaucratic mandate rather than a requirement that emerges from the professional culture of the school that requires an ongoing review of practice by administrators and teachers; (2) the teacher evaluation process is conducted as a distinct and separate process by school administrators, with little connection to other school and district policies or professional development activities; and (3) despite the intended purpose of the teacher evaluation policy, how it is interpreted and implemented is greatly influenced by the attitudes, values and beliefs of the evaluator (administrator) with regard to what constitutes effective teaching, and the role and purpose of schooling in the community. The researcher discusses alternative approaches to teacher evaluation that focus more directly on instructional improvement and the professional development of teachers.     

Teacher evaluation in Portugal: persisting challenges and perceived effects

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward.     

Using standards to evaluate accountability policy in context: School administrator and teacher perceptions of a teacher evaluation system

Accountability policy in the United States requiring school districts to design and implement state policy-directed teacher evaluation systems that utilize multiple measures, most often observations of professional practice and student achievement data, has been reflective of shifting international public discourse surrounding educational accountability, specifically related to teacher quality. Although the most recent wave of policy change provides states some flexibility in determining how teachers are evaluated, many are still mired in debate on how to improve teacher professional practice and increase student learning. This study examined the perceptions of school administrators and teachers in a large, suburban, public school district regarding their district’s new teacher evaluation system. Understanding the convergent and divergent views of participant groups regarding how (i.e., the standards by which) they defined and measured the effectiveness of the evaluation system is necessary to not only better understand their lived experiences but also to potentially inform policy change.     

The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability

The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.     

Promoting instructional improvement or resistance? A comparative study of teachers’ perceptions of teacher evaluation policy in Korea and the USA

This study draws on institutional theory to examine teachers’ and principals’ perceptions of new teacher evaluation policies, factors that influence such perceptions and how such perceptions shape the implementation of the policies in Seoul (Korea) and Michigan (USA). The study featured in-depth interviews of 11 elementary school teachers and 4 principals and analysis of policy documents in both countries. While Korean teachers strongly disagreed with the new teacher evaluation policy in Seoul and implemented it in ways that were not intended by policy makers, the Michigan teachers varied in their perceptions and implementation of the policies. The teachers’ perceptions of the new policies seemed to be influenced by the designs of the policies, their backgrounds and definitions of ‘effective teachers’ and principal leadership. The association between teachers’ perceptions and their implementation of the new policies was quite strong.     

School teachers' control and involvement in their own evaluation

Summary For the technical, sociological-psychological, and political benefits of teacher participation in evaluation to occur, new structures and policies concerning evaluation must be put into place. Teachers must be given stagewise support in developing increased involvement and control. But finally, those policy makers, evaluation program designers and researchers who plan for teacher evaluation must act to more completely include teachers in their own evaluation. A great deal of good is at stake in the opportunity to increase teacher participation in teacher evaluation.     

Risky teachers: mitigating risk through high-stakes teacher evaluation in the USA

ABSTRACT

As a post-structural critique of US teacher evaluation policy, this paper aims to disrupt accepted conceptualizations of teachers by (1) identifying discursive constructions of teachers in political talk, action, and legislation; (2) unpacking the ways that these constructions operate to legitimize punitive accountability policies and practices; and (3) mapping the associated accountability practices used by one school district to understand how they function to manage teachers and shape teacher subjectivities. Drawing on data that include official federal- and state-level policy documents, policy supplemental materials, and local teacher evaluation materials, this analysis demonstrates how teachers have been discursively positioned as ‘risky’ subjects. By doing so, the means to mitigate such ‘risks’ are rationalized, insofar as high-stakes accountability policies and practices ‘make sense’ to protect the well-being of students and the country. This has enabled a set of intrusive and punitive mechanisms that assess and discipline teachers to behave as low-risk subjects.     

Chinese middle school teachers’ preferences regarding performance evaluation measures

Teacher performance evaluation currently is receiving unprecedented attention from policy makers, scholars, and practitioners worldwide. This study is one of the few studies of teacher perceptions regarding teacher performance measures that focus on China. We employed a quantitative dominant mixed research design to investigate Chinese teachers’ preferences for teacher performance measures and the possible reasons for their preferences. Considering the quantitative results, the surveyed Chinese teachers identified fulfillment of additional roles, collaboration with faculty and staff, and students’ test scores as the most important measures for performance evaluation. Qualitatively, the most important measures that the surveyed teachers reported were the teacher’s morality, workload, and students’ test scores.