On American Differentiated Teacher Supervision Strategy Of The Primary And Secondary Schools

The teacher is the key of the teaching quality. One of the important ways to improve the teaching quality of education is to promote the teacher’s abilities with the help of effective teacher supervision strategies. However, the teacher supervision strategy in our country lacks diversity and rarely pays attention to the differences of teachers’ ability and the developmental needs. These problems lead to the powerless of the teacher supervision strategy. The American differentiated teacher supervision provides specific strategies for teachers on the basis of the differences of abilities and the developmental needs to achieve their goal of teacher development. So, the study of the American differentiated teacher supervision strategy may provide us some enlightenment.In the 1980 s, the quality of teacher in America was blamed widely. The teacher supervision strategy could not improve the teacher’s quality effectively. For this reason, the people began to reflect on how to improve the teacher supervision strategy. The attention of teacher quality and the development of the related theory formed the differentiated teacher supervision strategy. The aim of the differentiated teacher supervision strategy is to promote the development of teachers and improve students’ grades. There are three principles and the differentiated teacher competency standard in the differentiated teacher supervision strategy.There are three premises for the successful performance of the differentiated teacher supervision strategy. The first is to distinguish the teachers’ ability. Take the teaching framework of Danielson and the teacher standards of the Massachusetts as examples. The second is the teacher supervisors have highly competent and experienced. The third is there is the culture atmosphere of cooperation between the teachers and supervisors. The American differentiated teacher supervision mainly divides the teacher into three types: the proficient teacher, the teacher who needs improvement and the unsatisfactory teacher. The strategies for the proficient teacher mainly include action research, peer coaching and the critical development teams. The strategies for the teacher who needs improvement mainly include mentoring and the professional portfolios. The strategies for the unsatisfactory teacher mainly include the aid plan, the support team and the targeted observation. So far, the American differentiated teacher supervision strategy has improved the abilities of teachers and effectively solved the quality problem of the teachers.The American differentiated teacher supervision strategy of the primary and secondary schools give us some enlightenment. Firstly, we should strengthen the study of the teacher ability and perfect the differentiated teacher competency standards. Secondly, we should optimize the structure of the teacher supervisors. Thirdly, advocating the equality and cooperation between the teachers and supervisors and building a good atmosphere for teacher supervision. Fourthly, enriching the teacher supervision strategies and increase the selective and targeted of the supervision strategies.