A COLLABORATIVE MODEL FOR PROMOTING AND ASSESSING THE PROFESSIONAL DEVELOPMENT OF TEACHERS 促進和評估教師專業發展的合作模式 Gary D. Borich

WHAT IS A QUALITY INDICATOR? 何謂品質指標? Indicators of teacher quality are vital signs that serve as an early warning system that tells teacher trainers, administrators and policy makers the degree to which best practices are occurring in classrooms and, where improvements or redirection may be needed. 教師品質指標是重要的徵候，可作為一種早期預警系統，讓師資培育者、行政人員、以及決策者得知最佳的實務在班級被執行的程度以及哪些部分可能需要加以改進或重定方向。

HOW ARE QUALITY INDICATORS CREATED? 如何建立品質指標 Let’s not forget that indicators of teacher quality are value judgments formed through consensus and informed by: 我們應謹記教師品質指標是一種價值的判斷，透過共識而形成，並可從下列幾個方面得到有用的訊息: The results of school and classroom research 學校和班級研究的結果 Theories about the relationship among teacher behaviors and student outcomes 教師行為和學生學習成果關係的理論 Practical experience of practitioners in the field 實務工作者在教室現場的實際經驗 • The school contexts to which the quality indicator will be applied 應用品質指標的學校情境

SOURCES OF TEACHER QUALITY INDICATORS 教師品質指標的來源 • National Center for Educational Accountability (NCEA) ne4ea.org 全美教育績效中心 • National Council for the Accreditation of Teacher Education (NCATE) ncate.org 全美師資培育認證委員會 • National Board for Professional Teaching Standards (NBPTS) nbpts.org 全美專業教學標準理事會 • Interstate New Teacher Assessment and Support Consortium (INTASC) ccsso.org 州際新任教師評量和支持協會

HOW ARE QUALITY INDICATORS USED? 如何使用品質指標 Indicators of teacher quality are used to describe使用教師品質指標來描述: What resources are being consumed (e.g., expenditures per student, instructor/student ratios) 投入的資源為何(例如:每一位學生的支出成本、師生比) What content is being taught (e.g., breath and depth of content coverage) 教學內容為何(例如:教授內容涵蓋的廣度和深度) What practices are being taught (e.g., problem and project based learning, metacognitive skills) 教學的實務為何(例如:問題和方案本位學習、後設認知技能) How students perform (e.g., on standardized and classroom tests, written assignments, and laboratory and field applications) 學生表現如何(例如:在標準化和班級測驗、書面作業、以及實驗室和現場實作應用) Inputs輸入 Processes 過程 Outputs 產出

HOW ARE EDUCATION INDICATORS USED? 如何使用教育指標 Educational Indicators are used to describe 使用教育指標來描述: What resources are being consumed (e.g., expenditures per student, instructor/student ratios) 投入的資源為何(例如:每一位學生的支出成本、師生比) What content is being taught (e.g., breath and depth of content coverage) 教學內容為何(例如:教授內容涵蓋的廣度和深度) What practices are being taught (e.g., problem and project based learning, metacognitive skills) 教學的實務為何(例如:問題和方案本位學習、後設認知技能) How students perform (e.g., on standardized and classroom tests, written assignments, and laboratory and field applications) 學生表現如何(例如:在標準化和班級測驗、書面作業、以及實驗室和現場實作應用) Inputs輸入 Processes 過程 Outputs 產出

HOW ARE QUALITY INDICATORS USED? 如何使用品質指標 Indicators of teacher quality are used to describe使用教師品質指標來描述: What resources are being consumed (e.g., expenditures per student, instructor/student ratios) 投入的資源為何(例如:每一位學生的支出成本、師生比) What content is being taught (e.g., breath and depth of content coverage) 教學內容為何(例如:教授內容涵蓋的廣度和深度) What practices are being taught (e.g., problem and project based learning, metacognitive skills) 教學的實務為何(例如:問題和方案本位學習、後設認知技能) How students perform (e.g., on standardized and classroom tests, written assignments, and laboratory and field applications) 學生表現如何(例如:在標準化和班級測驗、書面作業、以及實驗室和現場實作應用) Inputs輸入 Processes 過程 Outputs 產出

WHAT ARE THE CARACTERISTICS OF A GOOD TEACHER QUALITY INDICATOR Importance 重要性 Do teacher trainers, classroom teachers and school administrators care about (value) it? 師資培育者、班級教師、以及學校行政人員 是否關切(重視)此指標?

WHAT ARE THE CARACTERISTICS OF A GOOD TEACHER QUALITY INDICATOR Importance 重要性 Do teacher trainers, teachers and administrators care about (value) it? 師資培育者、教師、以及行政人員是否關切( 重視)此指標? Technical quality 技術品質 Can it be measured reliably and validly? Does it represent the process or behavior we say it does and can it be dependably measured over time? 此指標是否具有測量信度與效度?此指標是否表徵所 涉及的過程或行為?此指標的測量可靠性是否長期穩 定?

WHAT ARE THE CARACTERISTICS OF A GOOD TEACHER QUALITY INDICATOR Importance 重要性 Do teacher trainers, teachers and administrators care about (value) it? 師資培育者、教師、以及行政人員是否關切(重視)此指標? Technical quality 技術品質 Can it be measured reliably and validly? Does it represent the process or behavior we say it does and can it be dependably measured over time? 此指標是否具有測量信度與效度?此指標是否表徵所涉及的過程 或行為?此指標的測量可靠性是否長期穩定? Feasibility to obtain or measure 獲得或測量的可行性 Is it cost effective to measure with the time, expertise and methodological tools available? 測量此指標所需的時間、專業技術、以及研究工 具是否具有成本效益?

SOME STEPS IN PROMOTING AND ASSESSING TEACHER QUALITY 促進和評估教師品質的幾個步驟 Identify Areas of “Best Practices” from research, theory and practice (NCEA.org & click on “best practices”) 從研究、理論、以及實務當中辨識「最佳實務」的領域 (進入NCEA.org網址後點選「最佳的實務」) For example, in the areas of 例如下列領域: • Curriculum and Academic Goals 課程和學業目標 • Instructional Leadership 教學領導 • Classroom Practices 班級實務 • Monitoring and Analysis of Student Progress 監控和分析學生的進步情形 • Student achievement 學生成就

2. SOME STEPS IN PROMOTING AND ASSESSING TEACHER QUALITY 促進和評估教師品質的幾個步驟 Identify Areas of “Best Practices” (e.g., curriculum and academic goals, instructional leadership, classroom practices, etc.) 辨識「最佳實務」的領域(例如:課程和學業目標、教學領導、班級實務等) 2. Determine which “Best Practices” are considered to be the Most Important by teacher trainers, inservice teachers, and school administrators 由師資培育者、現職教師、以及學校行政人員決定哪些「最佳實務」是最重要的

3. SOME STEPS IN PROMOTING AND ASSESSING TEACHER QUALITY 促進和評估教師品質的幾個步驟 Identify Areas of “Best Practices” (e.g. curriculum and academic goals, instructional leadership, classroom practices, etc) 辨識「最佳實務」的領域(例如:課程和學業目標、教學領導、班級實務等) 2. Determine which “Best Practices” are considered to be the most Important by teacher trainers, inservice teachers, school principals, etc.) 由師資培育者、現職教師、以及學校行政人員決定哪些「最佳實務」是最重要的 3. Determine the Degree to which the Most Important practices are Being Implemented 決定最重要實務被執行的程度

ORGANIZING THEMES AND LEVELS OF BEST PRACTICES FOR DEVELOPING QUALITY INDICATORS 組織最好實務的主題和層級以發展品質指標 Your Organizing Themes 你所組織的主題 District Best Practices 學區的最佳實務 School 學校的最佳實務 Classroom 班級的最佳實務 Curriculum and Academic Goals 課程和學業目標 Instructional Leadership 教學領導 Instructional Practices and Programs 教學實務和課程 Monitoring and Analysis of Student Progress 監控和分析學生進步情形 Student Achievement and Recognition 學生成就和表揚 The National Center for Educational Accountability (NC4EA.org & click on “Best Practices,” “Self Audit”)

我們的學生在撰寫高度與低度複雜行為的單元目標方面是否熟練? Example Best Practices for the Curriculum and Academic Goals Theme at the Classroom Level 在班級層級內課程和學業目標的最佳實務範例 * Are our students proficient in writing lesson objectives at both the lower and higher levels of behavioral complexity? 我們的學生在撰寫高度與低度複雜行為的單元目標方面是否熟練? Can our students prepare interdisciplinary lesson plans that address current and real world issues? 我們的學生是否能夠設計與當前真實世界議題有關的跨學科教學計畫? Are our students familiar with online content resources and software for their students? 我們的學生是否熟悉其教學所需的網路教材資源和軟體?

我們的學生在合作學習和合作分組教學方法的運用上是否熟練? Example Best Practices for the Instructional Leadership Theme at the Classroom Level 在班級層級內教學領導的最佳實務範例 Do our students know how to establish a positive learning climate in the classroom? 我們的學生是否知道如何在班級內建立正向的學習氣氛? 2. Are our students proficient in methods of collaborative learning and cooperative grouping? 我們的學生在合作學習和合作分組教學方法的運用上是否熟練? 3. Can our students model ethical behavior and civic responsibility with regard to their subject matter? 我們的學生是否能夠示範與其授課學科相關的道德行為與公民責任?

Example Best Practices for the Instruction Theme at the Classroom Level 在班級層級內教學的最佳實務範例 Do our students know how to teach inquiry and critical thinking skills? 我們的學生是否知道如何教探究和批判思考的技能? 2. Are our students aware of alternative instructional strategies for diverse learners? 我們的學生是否知道適用於多元學習者的另類教學 策略? 3. Do our teachers know how to apply low profile classroom management techniques? 我們的教師是否知道如何應用低度介入的班級經營技術?

我們的學生是否能夠向家長解釋標準化測驗分數? Example Best Practices for the Monitoring of Student Progress Theme at Classroom Level 在班級層級內監控和分析學生進步情形的 最佳實務範例 Do our students know how to create rubrics for assessing portfolios and projects? 我們的學生是否知道如何建立檔案和方案報告評量的計分標準? Can our students interpret standardized test scores for parents? 我們的學生是否能夠向家長解釋標準化測驗分數? Do our students know how to write reliable and valid objective and essay questions? 我們的學生是否知道如何撰寫具有信度和效度的客觀式和論文式問題?

Can our students use mastery learning techniques? 我們的學生是否會使用精熟學習技術? Example Best Practices for the Student Achievement Theme at the Classroom Level 在班級層級內學生成就的最佳實務範例 Can our students use mastery learning techniques? 我們的學生是否會使用精熟學習技術? Can our students adequately translate essential skills and knowledge from the curriculum guide into lesson plans? 我們的學生是否能夠將課程指引中重要的技能和知識轉化為單元計畫? Can our students teach metacognitive skills and test preparation skills for use on end of unit and standardized tests? 我們的學生是否會教後設認知技能以及單元結束測驗與標準化測驗所需的應考技巧?

The Measurement of Teacher Quality Indicators: Assessment of Instructional Practices at the Classroom Level 教師品質指標的測量: 在班級層級內教學實務的評量 Are our students proficient in methods of collaborative learning and cooperative grouping? 我們的學生在合作學習和合作分組教學方法的運用上是否熟練? 低 對重要性的看法 高 低 對執行程度的看法 高

Example Survey Format for Teacher Outcomes at the Classroom Level 在班級層級內教師成果的調查格式範例 師資培訓人員 指導教師 學校行政人員 其他 請在下列欄位中分別勾選您的看法: 1.教師應該做下列項目的程度; 2.教師實際做下列項目的程度。 全無 低度 中度 高度 全有 重要性 執行 教師應該做下列項目的程度 教師實際做下列項目的程度 課程和學業目標 在撰寫高階與低階複雜行為的單元目標方面具有相同的熟練度 準備與當前議題有關的跨學科單元計畫 選擇網路教材資源和網址供學生進行學習

Calculating the Discrepancy Between Importance and Implementation Scores 計算重要性分數和執行分數間的差距分數 重要性分數 執行分數 差距分數 受訪者1 目標1 目標2 目標3

Weighting Each Discrepancy by the Average Importance Score 以重要性平均數來將每一個差距分數進行加權 重要性分數 執行分數 差距分數 目標重要性的平均數 受訪者1 加權後的差距分數 (差距分數x平均數) 目標1 目標2 目標3

DISPLAYING THE RESULTS FOR DECISION MAKING 呈現結果以進行決策 重要性平均數=4.2 沒有需求 沒有需求 (若可能，減少資源的供應) (繼續維持資源的供應) 執 行 執行平均數=2.9 低度需求 關鍵需求 (配置剩餘的資源) (配置新的資源) 重要性

STEPS FOR TEACHER QUALITY INDICATORS 教師品質指標的步驟 A. INDICATORS WITH THE HIGHEST POSTIVE DISCREPANCIES INDICATE THE IMPLEMENTATON OF THAT INDICATOR (BEST PRACTICE) SHOULD BE IMPROVED. 具有最高正差距分數的最佳實務指標表示在執行方面應該要予以改 進 B. INDICATORS WITH THE HIGHEST NEGATIVE DISCREPANCIES BETWEEN “IMPORTANCE” AND “IMPLEMENTATION” INDICATE THAT THE PARTICULAR INDICATOR SHOULD BE REMOVED AS A “BEST PRACTICE” OR RECEIVE LESS EMPHASIS. 具有最高負(重要性-執行)差距分數的指標應該被踢除或減低其重要 性。 C. INDICATORS WITH LITTLE OR NO DISCREPANCIES BETWEEN PERCEIVED IMPORTANCE AND IMPLEMENATION REPRESENT NO NEED FOR REDIRECTION. 具有極少或零(重要性-執行)差距分數的指標表示不需要予以變動。

Discussion Question 討論問題 What would be the some respective roles for teacher trainers, supervising teachers, and educational administrators in this collaborative approach to the identification of indicators of teacher quality? 透過合作取向來辨識教師品質指標時，師資培育者、指導教師、以及教育行政人員分別扮演的角色為何?

STEPS FOR FORMINIG TEACHER QUALITY INDICATORS 形成教師品質指標的步驟 LIST POTENTIAL BEST PRACTICES WITHIN SPECIFIC AREAS OF THE TEACHER TRAINING CURRICULUM (E.G., CURRICULUM AND ACADEMIC GOALS, INSTRUCTIONAL LEADERSHIP, CLASSROOM PRACTICES, STUDENT MONITORING AND PROGRESS, STUDENT ACHEIVEMENT) BASED ON RESEARCH, THEORY AND EXPERIENCE. (www.NC4EA.org) 根據研究、理論、以及經驗列出師資培育課程之特定領域中(例如:課程和學業目標、教學領導、班級實務、學生監控和進步、學生成就)可能的最佳實務

STEPS FOR FORMINIG TEACHER QUALITY INDICATORS 形成教師品質指標的步驟 2. SURVEY PRINCIPAL STAKEHOLDERS (E.G., TEACHER TRAINERS, CLASSROOM TEACHERS, SCHOOL ADMINISTRATORS) AS TO THE PERCEIVED IMPORTANCE OF EACH BEST PRACTICE AND ITS IMPLEMENTATION. 調查主要相關人員(例如:師資培育者、班級教師、學校行政人員)對於每一個最佳實務的重要性和執行方面，表達他們的看法。

STEPS FOR FORMINIG TEACHER QUALITY INDICATORS 形成教師品質指標的步驟 RANK BEST PRACTICES ACCORDING TO THE DISCREPANCY BETWEEN PERCEIVED IMPORTANCE AND IMPLEMENTATION BY SUBTRACTING THE SCORE FOR IMPLEMENTATION FROM THE SCORE FOR IMPORTANCE AND MULTIPLYING BY THE AVERAGE IMPORTANCE OVER ALL RESPONDENTS FOR EACH INDICATOR. 根據重要性和執行之間的差距來將最佳的實務進行排序，此差距的計算方式是將重要性分數減去執行分數，然後乘上所有受訪者對於每一指標重要性反應的平均數。