Study On Teacher’s Performance Evaluation Based On Teacher’s Professional Development In Shenzhen Yucai No.2Primary School

Since the implementation of teachers performance-related pay in compulsory education phase, the teacher’s performance evaluation has become an inevitable issue in school management. The teacher’s performance evaluation aims to promote the successful implementation of performance-related pay system and improve team teachers team building through the deepening of reform on personnel system in education field. From two orientations of performance evaluation, there are two functions of teachers performance evaluation. One is to improve teacher team building upon the position of school management, the other is to improve "performance"of teacphers from the perspective of teacher’s individual development. I think that these two functions are inter-related, and the second function is really essential. However, in practice, the program of teachers performance evaluation often focuses more on management than the improvement of teacher’s professional development.It is a crucial period of succession of the new to the old in my school now. The teacher’s professional development is a long-term and arduous task. How to solve this problem? Starting from the performance evaluation, this thesis tries to study the relationship of teachers performance evaluation and their professional development, and explore the mechanism of evaluation and motivation with a view to promoting the teacher’s professional development.Based on the selection and analysis of various theoretical views on teacher’s performance evaluation from both home and abroad through literature review, my study holds the basic viewpoint that teacher’s performance is not only his/her individual behavior and outcomes, but also the professional plasticity demonstrated in their work. It implies that teacher’s behavior and outcomes may not reflect and realize the education goals, however, these goals can be met after proper guidance for teacher’s professional development.The author analyzed the practice of teacher’s performance evaluation in Shenzhen Yucai No.2Primary School through various methods including questionnaires and interviews, and summarized3main problems of teacher’s performance evaluation in my school. First, teacher’s performance evaluation with the focus more on management than professional development would result in the departure of teacher’s professional development. Second, lack of effective ways to improve teacher’s performance would not lead teacher’s professional development. Third, the unidirectional results appraisal of performance evaluation could not push forward the professional development. Beginning with the concept and connotation of performance and combining with the interactive relationship of professional competence and performance, this study puts forward the indicators performance evaluation after referencing the achievements of performance evaluation from home and abroad and the requirements of Standards on Major Works in Primary School, with the orientation of several factors such as outcome, behavior, the unity of outcome and behavior, and potential, etc. These indicators consist of three parts:indicators of teacher’s performance, indicators on performance process and indicators on performance prerequisite, all of them making up a system of teacher’s performance evaluation indicators. While specifying the evaluator and evaluating cycle, this system emphasizes the interaction of teacher’s performance evaluation by observation and professional development, and put forward a spiral evaluation plan which could encourage professional development through performance evaluation. The study also designs a quantification scheme against performance evaluation results, thus giving due consideration to the function of reward and punishment...