Research On The Developmental Evaluation Of Middle School Teachers In The Field Of Specialization

With the main purpose of promoting the professional development of teachers, developmental teacher evaluation, which as a process evaluation method,emphasizes that multiple subjects involved in the evaluation comprehensively, focuses on communication and feedback and reflects individual differences. Its specific features include: first, the essential characteristic of developmental teacher evaluation is " to promote the professional development of teachers"; second, developmental teacher evaluation is the result of the development of evaluation with rewards and punishments; and third, promoting teachers, schools and students common development is the concept of developmental teacher evaluation, implement developmental teacher evaluation will return to the quality improvement of school eventually.Under the guidance of teacher professionalization theory and sense of self-efficacy theory, the survey of the teacher evaluation implementation of several secondary schools shows that, there are many outstanding issues in reality. First, evaluation concept is hysteretic and the utilitarian tendency of evaluation objectives serious; second, a single evaluation to quantify lack of distinction and pertinence; third, information collection channels are rarely and evaluation methods into rigid; fourth, evaluation process has poor transparency and the evaluation results are lack of objectivity; fivth, the feedback mechanism is imperfect and lack of communication and guidance; sixth, the evaluate work to promote the professional development of teachers with little success.To solve the above problems, the following countermeasures optimization could be employed in the system construction of secondary school developmental teacher evaluation. First of all, establish the concept of promoting teachers, students and school common development; secondly, build a evaluation system pay attention to individual differences of teachers, advocates evaluating from three aspects- responsibility, performance, quality and three levels- entry teachers, qualified teachers, mature teachers; thirdly, use multi-agent evaluation methods include teacher self-assessment, colleagues evaluation, leader evaluation, students and parents evaluation; finally, set up two-way feedback mechanisms to promote teacher introspective reflection.On this basis, various measures should be adopted to improve the secondary school developmental teacher evaluation. Specifically speaking, handle the relationship between ends and means of evaluation, make rewards and punishments to play a role of incentives; advocate the evaluation process democratic, open and transparent; change results-oriented for development-oriented and make the goals set play a role in promoting.