American Differentiated Teacher Evaluation System-Experience And Enlightenment

Teacher evaluation is an important part of educational evaluation. The countries all over the world have explored and improved teacher evaluation system successively since 1900s. Developmental teacher evaluation system was implemented widely in the UK, the USA and other countries in 1980s. Since 2001, China has strongly advocated the essence of 'developmental teacher evaluation' in the new-round curriculum reform of elementary education, but the effect of implement is not satisfying at present.American differentiated teacher evaluation system came into being in 1990s. As an effective developmental evaluation system, it contains evaluation, supervision and training. It ensures teacher's performance and profession through specific teaching standard, different evaluating procedure and professional evaluators. It can promote the development of students and features of school culture. Only developed for a decade, it is universally approved by the people in all circles of the USA. Thus, it is becoming a hotspot in the process of teacher evaluation reform in the USA at present.This thesis attaches importance to the practicability and realistic meaning of differentiated teacher evaluation system. So it tries to expatiate American differentiated teacher evaluation system by using document analysis first. Then through questionnaire, quantitative analysis and comparison method and according to the output of analyzing, some practical suggestions are put forward to teacher evaluation reform in our country.The dissertation consists of four parts. Part 2 and Part 3 are the emphases in the whole thesis.Part 1: This part mainly introduces the background and traces back to teacher evaluation researches in China by document analysis, then put forward the merits and methods of this research.Part 2: Experience-This part mainly introduces the experience of American differentiated teacherevaluation system, including background, basal content, implemental actuality and so on.Part 3: Enlightenment-This part mainly introduces the enlightenment of American differentiatedteacher evaluation system on the teacher evaluation reform in China. In order to make enlightenment more effective, this part analyzes the implemental current status of Chinese teacher evaluation, the feeling of Chinese teachers on teacher evaluation and possibility of implement differentiated teacher evaluation in China by questionnaire. On the base of these facts, some feasible proposals are put forward.Part 4: Concluding Remark-Summarize the limitation of this research in the author's view.