The Research On Federal Policies Of Excellent Teacher During Obama Administration

The American government has always been in the pursuit of excellent teacher education and it has also taken this pursuit as the center of its national education reform. Entering into the new century, the Obama Administration repeatedly stresses that the national basic education level should reach to its economic level in the world and that students in the United States should have at least one excellent teacher. Besides, the Obama president puts the training for excellent teacher as one of the main task of teacher education reform, enacting a series of polices on teacher quality enhancing, students' academic achievement improving. All his aim is to Support the teacher education development, promote the cultivation of excellent teachers. The promulgation and implementation of these policies has made the United States achieve a lot. And it also sets a good example for the excellent teacher training in our country.This paper takes the contemporary American federal policies on excellent teacher as the pointcut, presenting the background and specific content of Obama administration policies on excellent teacher, revealing the excellence-orientation of education policies of Obama administration, such as policy on teacher supplement, teacher preparation, teacher retention, teacher evaluation and so on. Taking practice about excellent teacher training in North Carolina as the case study, this paper explores the implementation measures and development trends of excellent teacher education policies in this state. Comprehensively evaluating the implementation effects of Obama administration policies on excellent teacher, this paper puts the conclusion that the excellent teacher policies in Obama administration can give our country some enlightenment for excellent teachers training: providing good policy environment and financial support, improving teachers' professional standards and complementing teaching body, attaching great importance to teachers'clinical practice ability and the integration of professional development, encouraging the participation of educational forces from other social fields.