| American education evaluation reform has been combined teacher evaluation with student achievement,which was a prominent feature of it in rencent ten years.Students' test results are incorporated in the teacher evaluation.Students' test scores are used as one part to reward and support “effective” teachers or penalize “ineffective” teachers,which affects the decisions that are related to teacher' s salary,tenure of office,hiring and dismissal.High-stakes Teacher Evaluation is particularly focused on evaluating teachers' achievements by the results of students' high-stakes testing.It emphasizes accountability,replaces cooperation with competition,and involves higher bets,which has a significant effect on teachers.It affects teachers' appointments,tenures,salaries and bonuses.The essence of High-stakes Teacher Evaluation is to emphasize that teachers are responsible for student achievement,strengthen accountability for teachers,and to attract people's attentions to the educational quality from school to teachers.Teacher becomes the directly responsible person for student achievement.High-stakes Teacher Evaluation is based on external incentives(unemployment,tenure or frozen paying)which is the main motivation for teachers' actions improvement.The overall idea of this study is to apply the multi-level analysis to analyze the policy and practice of high-stakes teachers in the United States.The introduction and the first chapter mainly explain the phenomenon and ask questions,and at the same time carry out in-depth discussion on the main concepts involved in the research.The second chapter is the origin of high-stakes teacher evaluation,which mainly analyses the contextual conditions and causal conditions of high-stakes teacher evaluation.The contextual conditions highlights the policy context of the high-stakes teacher evaluation from the perspective of the relevant US laws and policies.Causal conditions are mainly reflected the forming and developmental reasons of the high-stakes teacher evaluation from two different perspectives of concept and practice.The source of the US high-stakes teacher evaluation policy is the result of a series of thoughts and measures such as student achievement and school competition that have been focused on education output,standardization reform,and accountability since the 1980 s.The State is in danger,the “Every student is successful” bill and the United States,a series of bills have an effect on high-stakes teacher evaluation policy.President Bush's “Do not let a child fall behind ”marks the formation of the high-stakes education policy,and then Obama's “Rich to the Top” program has the greatest impact on high-stakes teacher evaluation.The emerging reasons of high-stakes teacher evaluation can be analyzed from the root of ideas and practice.The third chapter focuses on the overall analysis of the high-stakes teacher evaluation policy,focusing on the actions taken by the federal and state as actors in the implementation of high-stakes teacher policies.The analysis focuses on routine actions and the description of the overall characteristics.The analysis involves many aspects such as the driving and positioning of teacher evaluation policies,the governance system of teacher evaluation,the change of teacher evaluation methods and the use of teacher evaluation results.Generally speaking,the federal policy reform directly drives the development of teacher evaluation.The state has become the main body of teacher evaluation policy implementation.The combination of student learning results has become the main method of teacher evaluation.The application of teacher evaluation results highlights the high-stakes characteristics.The fourth chapter of the high-stakes teacher evaluation practice mode focuses on analyzing how to implement the high-stakes teacher evaluation into the practice.This part of analysis reflects the strategic action and routine action analysis.The earliest practice of high-stakes teacher evaluation in the United States is the Tennessee value-added model.Its evaluation thoughts and principles have had a profound impact on American teacher evaluation.As a extension of high-stakes methods,student learning goals are more advanced than value-added evaluation.However,it should also be noted that the premise of recognizing the advantages of students' learning objectives and applying them to teacher evaluation is precisely that they cannot be used for high-stakes purposes.The new model of high-stakes teacher evaluation is the IMPACT system of the Washington Public School District.It emphasizes the link between evaluation and reward and punishment systems and the dismissal of unqualified teachers.It develops the high-stakes characteristics of teacher evaluation to new level.As a special case and comparison with the typical high-stakes teacher evaluation model,the PAR model has attracted people's attention.Although it has advantages,it also faces new problems and challenges.In addition,it is different from the main tone of the overall education reform in the United States in recent years.So the method based on test results and student growth is still the preferred model for many states pursuing high-stakes teacher evaluation.The fifth chapter mainly talks about the debates and problems about high-stakes teacher evaluation in the United States from the facts aspect.It has caused many disputes and problems in the layer of ethics and law.It has also caused a series of social problems,which are also harmful to education itself.The sixth chapter analyzes the value orientation of high-stakes teacher evaluation in the United States.The high-stakes teacher evaluation is based on control,emphasizing the result orientation,emphasizing external accountability as the main means,and is a top-down process.It turns the responsibilities of schools and teachers into the government's,which emphasizes objective responsibilities and ignores subjective responsibilities.It emphasizies organizational power and restrictes professional power through the form of upward power transfer.The high-stakes teacher evaluation emphasizes the external response.This externally-oriented evaluation is generally a process of de-skilling teacher's profession,and does not point to the individual growth of teacher.The seventh chapter gives a detailed explanation about the comparation and reflection on the High-stakes Teacher Evaluation.By comparing the high-stakes teacher evaluation in the United States with the evaluation of teachers in China,this paper proposes some reflections and suggestions on it based on its value orientation and practical problems.To respond to the evaluation of high-stakes teachers,it is necessary to pay attention to important pionts,including improving the environment for teachers to survive,rebuilding trust for teachers,establishing an anti-competitive education concept and reducing the stakes of teacher evaluation.At the same time,it also needs to improve teachers' self-cultivation to respond to the society,including enhancing the teachers' sense of responsibility and morality;strengthening the professional ethics of teachers and enhancing the teachers' own power and ability.In the end,efforts should be made to establish a teacher evaluation system based on trust and individual emancipation of teachers.This system should be based on internal motivation,kept the implementation of professional accountability as the center,and guarenteed by the joint leadership.In short,it is necesary for all educational stakeholders to share knowledge and beliefs and collect commitments to change the status conditions.At last there will be a consistent direction in terms of ideas,emotions,and actions. |
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