Zibo City, Developing Teacher Evaluation Research

The factors which influence the development of teachers are numerous, of which the teacher appraisal system is one important aspect. The teacher appraisal is an essential component in the school management. The problem which is worth discussing is how to build up a sort of developing teacher appraisal system which corresponds to the demand of the times and the modern educational concept and ultimately enhances the development of the teachers.The essay deeply analyzes the elementary theory of the teacher appraisal system for professional development, points out its intrinsic essence and basic principle, goes into the base in theory and finally makes the comparison between the teacher appraisal system for professional development and present-day teacher appraisal system. The teacher appraisal system for professional development, with the purpose of promotion, is a kind of formative appraisal which is based on the aim, stresses the process, gives feedback timely and promotes professional development. It does not consider the result of the appraisal as the base of reward or reproach. Its direction is to face the future, its aim is to promote the all-round development of all staffs, its function is centered on the lead-in, inspiration and development, and its means is the formative teacher appraisal. It pays special attention to the desire of teachers and esteems the requirement of teachers as its motive and power of the appraisal. However, the present teacher appraisal is the closed-ending one whose feature is mainly to face the past, especially stressing the daily performance before the appraisal and accordingly judge whether they possess the conditions of being rewarded or reproached.In an attempt to have a full understanding of the problems which exist in the present teacher appraisal system and find the corresponding solutions, this article has made a survey of 240 teachers from elementary and middle schools in Zibo. Through the deep analysis the following problems are reflected:Due to the lack of publicity for appraisal policy, the present teacher appraisal system can't keep up with the demand of the new Curriculum Reform.Though the teacher-appraisal system for professional development corresponds with teachers'voice, the aim of present teacher appraisal is not consistent with teachers'expectations.In the process of carrying out present-day teacher appraisal, teachers'dominant position has not caused enough attention. The index in present teacher appraisal is not all-inclusive, which does not help to improve teachers'professional development.The present teacher appraisal is subject to school executive management and the method of appraisal is simply quantified.The feedback of the appraisal information is not timely, and thus can't impel teachers to improve their teaching effectively.As far as the currently existing problems are concerned, the essay tends to put forward the corresponding improvement measures as follows:To reinforce the publicity of appraisal policy, enhance understanding and update concepts.To deal with the relationship properly between the rewarding and reproaching appraisal and the developmental appraisal, highlighting the developmental function of appraisal.To respect the dominant position of teachers and stimulate teachers'initiative to take part in appraisal.To optimize the appraisal index system and emphasize teachers'individual difference.To place teachers'self-appraisalment as the core and make use of the feedback appraisaled by multiple evaluators reasonably and appropriately.To utilize the feedback of appraisal properly so as to make appraisal play an active part.These measures lay emphasis on the scientific sense of programs, base its appraisal on the current situation and perform flexibly, combined with the respective ongoing situation of their own schools and teachers. In the real practice, it does not require the entire equivalence and has its own scientific, practical and flexible senses.