Standards-Based Evaluation And Professional Development

Teacher's professional development has become one of the focuses in the educational reforms of different countries, among which teacher's profession standards is the powerful guarantee of teacher' professional development. The developed countries and areas have developed profession standards to promote the development of teacher's specialization. In our country, there is only one teacher's certification system, and no in-service teacher profession standards. Under such situation, we should construct evaluation standards for primary and secondary school teachers, to promote their professional development.Evaluation standards for teacher's professional development are used to restrict and guide teacher's professional development. This evaluation standard develops from theories of teacher's professional development, teacher's professional development stages, and developmental evaluation. It emphasizes comprehensiveness of development contents, continuity of development stages, and direction of development practice.Based on occupying full and accurate materials, this thesis uses comparative analytic approach to study teacher's professional development standards in America, England, Australia and Hong Kong. This thesis, though analyzing these standards' frameworks and contents, discusses ideas, strategies and tendencies of standards' construction, and it explores their implications to our country's construction on evaluation standards for teacher's professional development.This thesis not only develops a pathway of standards' construction, and defines basic demand of standards' construction, but also constructs a standard framework. The standard framework constitutes three core content standards and four levels of teacher performance standards. The content standards are professional attitudes, professional knowledge, and professional skills. The four levels of teacher performance standards are new teacher level, competent teacher level, mature teacher level, and professional teacher level. Then, the standard framework becomes a continuous, integrate, and developmental model. And it is of both theoretical and practical significance to form a modal with these factors.