A Study On The Building Of The Professional Development Evaluation Indicators System For Class Teachers

Class teachers are organizers, educators and leaders, whose level of professional development has a direct effect on the quality of their work, thus being reflected by the well-being of their classes and the physical and mental development of students in them, as well as on the quality of school management and school development. The evaluation of class teachers, as a main mechanism of and major approach to managing them, plays a pivotal role in their professional development, and a source of promotive power for gaining their professional development. Unfortunately, although the appeal to the professional development is on the rise, the current evaluation of class teachers in fact remains at the level of examination and evaluation, which makes it difficult to stimulate their professional developmental initiative and to satisfy the high demand of teachers' professional development, inconsistent with the goals of building high-quality teacher ranks and the goals of "Promotion of the students' development-oriented education". Therefore, it is imperative to reform the existing evaluation indicators system and to establish an evaluation indicators system for professional development of class teachers.The evaluation indicators system for professional development of class teachers is a developmental indicators system, aimed at promoting professional development of class teachers, reflecting the overall state of their professional development and its application, and encouraging reflection on their work. They are important criteria for the degree of the specialization of class teachers, playing an important role in directing, stimulating, supervising and obtaining feedback from class teachers. The building of the system is embodied as following: the three-level evaluation system indicators and their weight set by adhering to the overall goal of promoting professional development of class teachers; the subjects of evaluation and their weight determined by applying Delphi method, and evaluation criteria and the methods of applying them established according to the professional developmental evaluation indicators. The study of the building of the indicators system can provide an effective solution to low efficiency of the class teacher management, inspiring initiatives of professional development, and also enriching evaluation theory of class teachers, conducive to changing their mind and improving their working methods, driving the trend of scientific management of class teachers, and raise the level and quality of school management.Based on a research of cases from Shanghai Datong High School and a comparison of evaluation indicators for class teachers of three demonstrative and experimental high schools, this study is an examination and analysis of the present situation of evaluation and professional development of high school class teachers. With class teachers from Datong High School as subjects, beginning with case studies and interviews, and compiling " Questionnaire for professional development of high school class teachers "as a research tool, the study tries to help understand the current situation of professional development of class teachers. According to the research results, class teachers have a relatively high demand for professional development, which has achieved certain results but lack initiative, which has been hindered by the evaluation system. A research on the impact of evaluation on the professional development of class teachers indicates that the present evaluation indicators cannot evaluate comprehensively the status of teachers' professional development, and teachers' ideas and features in working are excluded from the mainstream evaluation. Apart from dissipating period of their career, evaluation will affect teachers' professional development in various stages in their career. With an analysis of the existing evaluation indicators system in Datong High School, the problems are: evaluation criteria and indicators are centralized in evaluation the work of class teachers, which can not fully reflect their professional development; weights distribution of the main indicators remain fuzzy; class teachers' self-evaluation becomes a mere formality, thus holding little significance; weights of evaluation are mainly distributed to the work responsibilities and significance of class teachers; evaluation methods are too simple; there is no feedback mechanism for results of the evaluation, making it difficult to achieve the goal of supervision and promotion of teachers' professional development In addition, with the analysis of the evaluation indicators system for class teachers of the three demonstrative and experimental high schools in Shanghai, their problems and Datong's are alike. With further analysis of the research results, it is found that the cause of the problems that lie in current evaluation indicators system is the absence of guarantee system for developmental evaluation systems and lack of consensus on professional status of class teachers, thus leading professional development of class teachers to appendages of that of common teachers.Therefore, the Building of the Professional Development Evaluation Indicator System for Class Teachers should proceed from actual conditions, that's to say, from the school's educational goal, features of the school, working on developmental evaluation systems for class teachers, making the most of class teachers' growth-recording files to focus more on the process management; establishing four principal parts: class teachers, students, teachers in the same grade as a group, and school authorities, for evaluation and clear weight ratio to guarantee the significance of class teachers' self-evaluation; building an evaluation indicators system based on the analysis of emotional and professional attitudes, professional ethics and faith, professional skills and knowledge, and professional responsibilities and significance, with the integration of the reality and features of the work of high school class teachers, and by borrowing reasonable elements from professional development evaluation indicators systems of other experimental and demonstrative high schools.