BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式

BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式
2007教師專業發展評鑑國際學術研討會 BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式美國波士頓教育局外語部主任林遊嵐博士

1.Formal Evaluation 正式的評鑑
All staff shall be formally evaluated using factors related to a teacher’s professional performance 使用教師專業表現的有關因素，對所有教職員進行正式的評鑑 Use two overall ratings 使用兩種整體評定等第 Staff will be evaluated every two years 教職員每兩年接受評鑑一次 If assistance, supervision, or intervention are deemed appropriate, teachers can be evaluated every year 若有協助、視督、或介入的必要，教師須每一年接受評鑑。

2.Evaluators評鑑者 No supervisor shall evaluate a relative 視導人員不可評鑑其親屬
Technical aspects of professional nursing or psychological services shall be evaluated by a professional nurse or other health care expert 專業護理或心理服務的技術層面, 交由專業護士或其他健康照護專家進行評鑑 The headmaster, principal, the superintendent’s designee, or non-union related administrator will be responsible for evaluations 由校長、局長的指定人員或非教師工會的行政人員,負責評鑑工作 Other qualified persons designated by the School Department .其他由市教育局指定的合格人員

3.Schedule, Meetings and Procedures 時程、會議和程序
At the beginning of the school year, the evaluation instrument will be explained to all teachers 學年開始，向所有教師解釋評鑑的工具。 Within 10 school days of evaluation, the teacher shall be presented with two copies of the written evaluation signed and dated by the administrator. 在評鑑後十個上課日內，教師將收到兩份由行政人員簽名和標上日期的書面評鑑影本。 The teacher shall sign and return one copy to indicate having received it.教師簽名後，交回一份影本，表示已收到評鑑影本。

The teacher shall be allowed to write comments based on the evaluation. 教師可根據評鑑結果，寫下個人意見 A teacher shall be notified in writing if he/she receives an unsatisfactory rating 若教師被評定為”不滿意”的等第，將會收到書面通知

The administrator shall provide the teacher with a written prescription for any area that needs improvements. 評鑑人員將針對教師任何須改進的領域，提供書面矯正說明。 If a teacher receives an unsatisfactory rating, he/she must correct the deficient area within 20 days 若教師被評定為不滿意的等第，他(她)必須在二十天內矯正其缺失領域。

If the teacher continues to need improvement, the teacher needs to take professional development courses to correct a deficiency 若教師繼續被要求改進，則必須參加專業發展課程以矯正此缺失。 If a teacher receives 4 “unsatisfactory” overall evaluations within 12 months, the administrator may initiate termination 若教師在十二個月內收到四次不滿意的整體評鑑等第，行政人員可以進行解聘程序。

The administrator must conduct a follow-up evaluation after each ‘unsatisfactory’ evaluation no sooner than 20 school days and no later than 50 school days 行政人員必須在不滿意的評鑑後20個上課日起至50個上課日內，進行追蹤評鑑。 Factor marks, less then annual overall ratings are not grievable. 若教師僅收到部份項目的不滿意評鑑等第，而非整體的不滿意評鑑等第，不可向教師工會提出申訴。

An annual overall unsatisfactory rating shall be maintained as a permanent part of the employee’s personnel record.每年整體性不滿意的評鑑等第，將永久保存在人事紀錄 Staff who were evaluated during the previous year with an ‘unsatisfactory’ rating will be evaluated annually prior to November 前一年被評為不滿意等第的教職員，將在十一月十五日前接受每年一次的評鑑 All permanent teachers with less than three years seniority will be evaluated annually prior to November 15. 所有年資少於三年的終身職教師，將在十一月十五日前接受每年一次的評鑑

All intern and provisional teachers will be evaluated annually prior to November 所有實習和臨時教師，將在十一月十五日前接受每年一次的評鑑 All staff new-to-building will be evaluated annually prior to November 15.所有新進教職員將在每年十一月十五日前接受評鑑 Intern and provisional teachers will receive annual “year end’ evaluation 實習和臨時教師，將接受每年一次的年終評鑑

4.Evaluation Instrument評鑑工具
A written narrative evaluation instrument 書面敘述的評鑑工具

5.Plan and Mark Books 計畫書和成績簿
All teachers need to maintain up-to-date written evidence of lesson plan 所有教師必須保持最新的單元教學計畫（即教案，含教學目標和教學流程） Plan books need to be available at the time of evaluation 評鑑時應備妥教學計畫（即教案）

6. Student Performance and Student Progress學生表現和學生進展
Each student data will be provided to all teachers 所有教師將收到每一位學生的資料 Comparative data in subject areas will be provided to all teachers 教師將收到學科領域內的比較性資料

6. Student Performance and Student Progress學生表現和學生進展
If student profess is consistently low, principals will discuss test results with teachers to develop strategies to improve 若學生表現一致偏低，校長將和教師討論測驗結果以發展出改進策略。 Each school will have a Whole School Improvement Plan to improve academic progress of all students 每一所學校將有一份全校改進計畫，以改進所有學生的學業進展。

7.Informal Evaluations非正式的評鑑
Informal evaluations can be conducted at anytime 非正式的評鑑可於任何時間進行 A written feedback needs to be provided to teachers an areas for improvements within five school days 應在五個上課日內，針對教師須改進領域提供書面的回饋

謝謝大家！敬請指教！

Teacher Performance Evaluation Form 教師專業表現評鑑標準和工具
2007教師專業發展評鑑國際學術研討會 Teacher Performance Evaluation Form 教師專業表現評鑑標準和工具美國波士頓教育局外語部主任林遊嵐博士

BOSTON PUBLIC SCHOOLS TEACHER PERFORMANCE EVALUATION FORM
波士頓公立學校教師表現評鑑表(含評鑑標準)

Name of Teacher教師姓名_ _ Permanent終身職教師 __x___ Provisional臨時教師 _____
School學校______Prior Rating先前等級 _____ Serial #序號 _______ Subject Area 學科領域_______Evaluator評鑑者 __Yu-Lan Lin ___ Check one勾選一個: Interim Evaluation平時評鑑_ Year-End Evaluation年終評鑑_______ The teacher will be evaluated in each of the eight standards of performance using these ratings: 八項標準的每一項，使用以下等級，評鑑教師的表現: Meets or Exceeds Standards = The performance of the teacher meets the standards and expectations of the Boston Public Schools 達到或超越標準: 教師的表現達到波士頓公立學校的標準和期望 Does Not Meet Standards = The teacher fails to meet the standards and his/her performance, as measured against the standards, is unsatisfactory 未達到標準: 教師無法達到標準，而且他(她)的表現就標準來說，不滿意

教師簽名表示已收到此評鑑報告,但不代表教師同意此份報告
Overall Performance整體表現: ___X__ Meets or Exceeds Standards達到或超越標準 _____ Does Not Meet Standards 未達標準 Signature of Administrator行政人員簽名 ______Date日期 _______ Signature of Teacher* 教師簽名__________Date 日期_______ *The teacher’s signature indicates that he or she has received the evaluation report. It does not denote agreement with the report. 教師簽名表示已收到此評鑑報告,但不代表教師同意此份報告 General Comments (use additional pages if necessary)一般性的評語(若空間不敷使用請另張書寫) Teacher’s Comments (use additional pages if necessary)教師的意見 (若空間不敷使用請另張書寫)

波士頓公立學校教師表現評鑑標準等級評定摘要等級表 BOSTON PUBLIC SCHOOLS TEACHER
PERFORMANCE EVALUATION STANDARDS SUMMARY RATING SHEET 波士頓公立學校教師表現評鑑標準等級評定摘要等級表

_____Meets or Exceeds Standard達到或超越標準
Teacher’s Name教師姓名 _______ School學校____________ Knowledge of Subject Matter, Currency in the Curriculum and Knowledge of Child Development 學科知識, 課程和兒童發展的最新知識 _____Meets or Exceeds Standard達到或超越標準 _____Does Not Meet Standard 未達標準 B. Setting the Stage for Learning 學習準備階段 _____ Does Not Meet Standard 未達標準 C. Classroom Management 班級經營 D. Effective Teaching 有效教學

E. Monitoring, Assessment, and Follow-Up 監控、評量、後續追蹤
_____Meets or Exceeds Standard 達到或超越標準 _____Does Not Meet Standard 未達標準 Promotion of High Standards and Expectations for Student Achievement 促進高標準和高期望的學生成就 _____Meets or Exceeds Standard 達到或超越標準 _____ Does Not Meet Standard 未達標準 Professional Responsibilities Outside the Classroom 教室之外的專業責任 _____ Does Not Meet Standard 未達標準

G-1. Collaboration with Parents 與家長合作
____Meets or Exceeds Standard 達到或超越標準 ____Does Not Meet Standard 未達標準 G-2. Collaboration with Colleagues 與同事合作 _____Meets or Exceeds Standard 達到或超越標準 ____Does Not Meet Standard 未達標準 G-3. School Responsibilities 對學校職責 ____Does Not Meet Standard 未達標準 G-4. Professional Growth 專業成長

Directions: For each of the following standard areas, the evaluator should write a narrative (either on separate paper or by inserting space between each standard listed in this document), documenting the performance for each of the standards. The narrative should include: 評鑑者應根據下列的每一項標準領域進行評述(可另張書寫或在這份文件每一項標準之間的空白處書寫), 以引證教師在每一項標準的表現。評述應該包括: 1.Specific observations of strengths對優點的具體觀察 2.Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s)需改進部分的具體觀察：如果評定未達標準,請說明問題和改進方式 3.Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填)

1. The teacher is up to date regarding curriculum content. 教師對課程內容與時俱進
KNOWLEDGE OF SUBJECT MATTER, CURRENCY IN THE CURRICULUM AND KNOWLEDGE OF CHILD DEVELOPMENT 學科知識, 一般的課程和兒童發展知識 1. The teacher is up to date regarding curriculum content 教師對課程內容與時俱進 Demonstrates a working knowledge of the curriculum area(s) 展現出課程領域的實用知識 Frames curriculum, instruction and assessment around BPS Standards, Massachusetts Frameworks and the MCAS 根據波士頓公立學校標準、麻州課程架構、以及麻州綜合評量系統來設計課程、教學、以及評量 Frames key questions in the discipline that provide opportunities for reasoning, logic, synthesis and other higher order thinking skills以課程領域內的主要問題為教學架構，以提供學生運用推理、邏輯、綜合、以及其他高層次技巧的機會 Keeps current in the field and applies knowledge to the instructional program隨時吸收課程領域的新知並應用於教學

The teacher shows a good understanding of the subject matter
Knows how the subject is organized, linked to other disciplines, and used in the real world 知道學科組織的方式、與其他學科的關連、以及在真實世界的應用 The teacher demonstrates an understanding of child growth and development.教師展現對於兒童成長和發展的了解 Uses developmentally appropriate instructional and assessment practices 教學和評量實務能配合學生的發展階段 Works with struggling students and problem-solves based on an awareness of cognitive development 對於學習困難的學生，能察覺並根據學生認知的發展來改進其學習

Specific observations of strengths對優點的具體觀察:
Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s) 需改進部分的具體觀察:如果評定未達標準,請說明問題和改進方式 Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填):

B. SETTING THE STAGE FOR LEARNING教學準備階段
1. The teacher plans instruction effectively.教師有效計畫教學 Is guided by an overarching vision of committed, confident learners in setting student learning goals 以培養學生承諾、信心的總體願景來引導設定學生的學習目標 Plans curriculum based on themes of real meaning to students’ lives 以對學生生活有意義的主題來計畫課程 Prepares a syllabus, objectives, expected student outcomes, and a calendar for each term 準備每一學期的課程綱要、目標、期望的學生成果、以及行事曆 Plans lessons that are part of a long-term sequence aligned with BPS citywide learning standards 依據波士頓公立學校全市學習標準，來計畫循序漸進的教學單元

Plans for diverse achievement levels, social/cultural backgrounds, and learning styles教學計畫應顧及多元的成就水準、社會文化背景、以及學習風格 Plans lessons built around clearly identifiable mastery and thinking objectives that are part of a long-term sequence aligned with BPS citywide learning 依據波士頓公立學校全市學習標準中明確可辨認的長期精熟與思考目標，來計畫教學單元 Plans lessons where students interact with ideas, materials, teachers, and each other單元教學計畫鼓能勵學生與觀念、教材、教師、以及同儕進行互動 Plans lessons which reflect identified BPS priorities (e.g. Core Components of Balanced Literacy Instruction) 單元教學計畫應反映波士頓公立學校的優先項目(例如均衡語文教學的核心成分)

Sets short term and year-long goals for curricular units which derive from themes of fundamental importance to students' present or future lives 以對於學生目前或未來生活重要且基本的主題來計畫課程單元，並為課程單元設定短期和全年的目標 Anticipates misconceptions and confusions which can interfere with learning 預期可能干擾學習的迷思概念與迷惑 Anticipates and clearly identifies prerequisite skills, concepts, and vocabulary students need to be successful.預期並清楚地辨認學生成功學習所需的先備技能、概念、和字彙 Plans engaging ways, including using technology, to introduce each unit of study 在介紹每一個學習單元時，設計如何使學生投入學習的方法，包括使用科技

The teacher prepares materials that help all students learn the curriculum. 教師準備的材料，能幫助所有的學生學習課程
Gathers and creates a variety of teaching resources, including media, library, technology, etc 蒐集和建立各種學習資源，包括媒體、圖書館、科技等 Matches materials to curriculum goals and students’ needs and learning styles 教材應配合課程目標、學生需求、以及學習風格 Takes advantage of resources in the community to enrich and supplement student learning 利用社區資源使學生的學習更為豐富，以及補充學生學習的不足

The teacher creates a classroom environment that is conducive to learning.教師營造有益於學習的教室環境
Sets up the classroom so it is attractive, well organized, and safe佈置具吸引力、井然有序以及安全的教室 Changes classroom displays often to reinforce subject matter and student achievement 經常變化教室佈置的展示，以增強學科和學生成就 Creates classroom displays that appropriately reflect diverse cultures and heritage 教室展示應能反映出多元文化和傳統 Specific observations of strengths對優點的具體觀察: Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s) 需改進部分的具體觀察:如果評定未達標準,請說明問題和改進方式 Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填):

C. CLASSROOM MANAGEMENT 班級經營
The teacher maintains clear standards of good behavior, mutual respect, and safety 教師對於好的行為、相互尊重、以及安全事項等，持有清楚的標準 Sets up and applies a fair and consistent set of rules geared to appropriate expectations 根據適當的期望，設定和應用一套公平且一致性的班規 Is direct, specific, consistent, and tenacious in communicating those expectations直接、具體、一致、以及持續的向學生傳達教師的期望 Uses a variety of discipline strategies well-matched to the situation and the child使用各種適用於情境與兒童的班級常規管理策略 Builds personal relationships by earning respect and establishing rapport through fairness, consistency, courtesy, and caring 藉由贏得尊重來建立個人的關係，並透過公平、一致、禮貌和關心來建立和諧互動 Is poised and self-assured; maintains and models appropriate professional boundaries with students 平穩且具自信; 維持與示範適當且專業的師生關係

The teacher creates a positive environment for student learning and involvement 教師建立一個正向的環境以鼓勵學生學習投入 Begins classes on time and uses instructional time effectively準時上課並有效運用教學時間 Establishes classroom routines that maintain a high level of students‘ time-on-task and ensure smooth transitions from one activity to another 建立班級常規以維持學生的學習專注，並確保活動轉換過程的順暢 Arranges space for optimal monitoring of students 空間的安排有助於監控學生 Maintains momentum維持教學節奏不急不徐 Develops a classroom climate which promotes a sense of community, ownership by students and willingness to take risks while learning發展出能促進社群感、學生自主、以及學習冒險意願的班級氣氛

Maintains students’ attention through engaging content and unbroken lesson momentum
透過能吸引學生參與學習與不中斷的教學活動來維持學生的注意力 Helps students adapt to and socialize within the classroom 幫助學生適應班級並學習社交技能 Develops in students a consideration for the rights, feelings, and ideas of others 發展學生能顧及他人權利、感受、以及觀念的能力 Demonstrates and encourages appreciation and respect for all cultures, races and religions 示範與鼓勵學生欣賞和尊重所有的文化、種族、以及宗教

The teacher functions in a controlled and effective manner under pressure. 教師在壓力下能表現出節制且有效的舉止
Responds appropriately when a student has social or emotional difficulties 對於社交或情緒障礙的學生能予以適當的回應 Is open to student challenges about information and ideas對於學生在訊息和觀念上的挑戰能秉持開放的心胸 Specific observations of strengths對優點的具體觀察: Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s) 需改進部分的具體觀察:如果評定未達標準,請說明問題和改進方式 Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填):

D. EFFECTIVE TEACHING有效教學
The teacher communicates learning goals and high standards and expectations to students 教師向學生溝通學習目標以及對學生的高標準與期望 Regularly tells students lesson objectives and expected learning outcomes定期告知學生單元目標和預期的學習成果 Conveys that virtually all students can master a challenging curriculum if taught well 教師告知學生:如果教的好的話，實際上所有的學生都能夠精熟具挑戰性的課程 Models the skills, attitudes, values, and processes of the subject being taught示範授課科目的技能、態度、價值、以及過程

The teacher frames the learning for students. 以學生為主體設計學習
Frames curriculum around students’ own prior knowledge and experience and identifies key themes以學生自己先前知識與經驗作為課程設計的基礎，並且辨認出重要的課程主題 Activates students’ prior knowledge when introducing new material (Moved from Standard D) 當介紹新的教材時，能先複習學生的先備知識 Sets learning into a context by communicating the objectives, and an itinerary and making connections as to how the lesson fits within the larger unit學習活動應包括告知學習目標、學習流程，並顯示各單元與較大單元間的連結 Has students become cognitively active with the material by frequently processing and summarizing information individually , in pairs and in groups讓學生經常以個別、兩人一組以及小組的方式，處理與摘要訊息，使學生能在認知上主動學習教材 Has effective lesson closure and appropriate follow-up assignments 有效結束單元活動，並交待適當的家庭作業

The teacher uses appropriate instructional techniques that involve and motivate students 教師使用適當的教學技巧來引發和持續學生的學習動機 Uses a repertoire of effective strategies: lecture, discussion, group work with peers, project learning, hands-on, etc. 使用各種有效的教學策略: 講述、討論、同儕小組活動、方案學習、操作活動等 Sparks excitement, enjoyment, and enthusiasm in students 引發學生對學習的興奮、樂趣、以及熱忱 Helps all students learn by having them solve problems and make their own discoveries藉由引導學生解決問題和探索發現，來幫助所有的學生學習 Integrates reading, listening, writing, speaking, viewing and appropriate learning tools 整合讀、聽、寫、說、看以及適當的學習工具

Assigns writing, projects, etc
Assigns writing, projects, etc. that allow students to apply new concepts and skills 指派寫作、方案作業等以便學生能應用新學到的概念和技能 Explains concepts using clear and precise language 使用清楚和精確的語言來解釋概念 Anticipates and identifies on the spot confusion and moves to eliminate the confusion 預估和即時發現學生學習的困惑，並設法消除之 Uses a variety of explanatory devices to reach auditory, visual and kinesthetic learners (e.g. modeling thinking aloud, graphic organizers, mental imagery) 使用各種解釋的方式來適應聽覺、視覺、以及肢體動作學習風格的學生(例如示範有聲思考、組織圖、心像圖)

The teacher develops students’ independence and their higher-order thinking skills 教師發展學生的獨立性以及高層次思考技巧 Asks questions that stimulate students’ critical, independent, and creative thinking including open-ended questions 透過發問(包括開放性問題)刺激學生批判的、獨立的、以及創造性思考 Helps students see the relevance of the curriculum to lifelong learning, personal goals 幫助學生發現課程和他們終身學習與個人目標的關連性 Helps students set goals, self-evaluate, and take increasing responsibility for their own learning幫助學生設定目標、自我評量，以及逐漸擔負起學習的責任 Teaches students how to ask and answer good questions and how to build on what other students have said in oral discussions教導學生如何提出和回答好的問題，以及在進行討論時如何根據他人的發言來發表自己的想法

Identifies the thinking skills and explicitly teaches the steps and gives feedback during practice
辨認並明確教導思考技巧，並在學生練習時提供回饋 Engages students in structured information organizing and processing activities 協助學生進行訊息組織和處理活動 Presents information recognizing multiple points of view; encourages students to assess the accuracy of information provided. 呈現出多元觀點的訊息，並鼓勵學生對提供的訊息評估其正確性

The teacher provides enough time and help for students to learn the subject matter 教師提供學生足夠的學科學習時間與協助 Maximizes the time students are working successfully with appropriate materials 讓學生成功學習適當教材的時間增至最大 Knows how and when to get students, colleagues, and classroom volunteers in to help知道如何與何時讓學生、同事、以及班級義工投入幫忙 Works effectively to carry out educational plans for special needs students 有效執行特殊需求學生的教育計畫 Makes optimal use of other professionals to help meet students’ special learning needs 善用其他專業人員以協助以滿足學生的特殊學習需求

教師評鑑並嘗試創新的教學取向、並精進教學策略，包括使用教學科技，以增進學生學習成效與信心
The teacher evaluates, tries innovative approaches and refines instructional strategies including the use of technologies to increase student learning and confidence to learn. 教師評鑑並嘗試創新的教學取向、並精進教學策略，包括使用教學科技，以增進學生學習成效與信心 Regularly tries innovative approaches to improve instructional practice定期嘗試創新的取向，以改進教學實務 Assesses strategies‘ effectiveness by comparing intended with actual learning 經由比較實際的學習與預期的差異，來評估教學策略的效能 Specific observations of strengths對優點的具體觀察: Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s) 需改進部分的具體觀察:如果評定未達標準,請說明問題和改進方式 Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填):

E. MONITORING, ASSESSMENT, AND FOLLOW-UP 監控、評量、後續追蹤
The teacher continuously monitors students’ learning to ensure student progress and inform instruction 教師持續監控學生的學習，以確保學生學習的進展，並提供作為教學改進的依據 Constantly checks and probes to see if students understand what is being taught經常檢查與探測學生是否了解所教的內容 Picks up student errors and misconceptions and works to unscramble confusions 挑出學生的錯誤和迷思概念，並設法消除困惑 Gives prompt, specific, clear, and honest feedback on how students’ work meets standard對於學生符合學習標準的狀況，提供立即、具體、清楚、以及誠實的回饋 Has students summarize what they have learned and why it is important to them讓學生歸納總結學到的內容以及這些學習內容對他們的重要性

Includes time for reflection (e. g
Includes time for reflection (e.g. response journals, debriefings, peer discussions) 提供學生反省的時間(如:反應日記、檢要報告、同儕討論) Apportions, reviews, records, and responds to homework according to BPS policies 根據波士頓公立學校政策決定學生的家庭作業，並評閱、記錄和回應

The teacher uses fair and effective assessments of student learning
Aligns their assessments with the instructional objectives學生學習評量應配合教學目標 Uses MCAS-like questions in assessments 評量時使用麻州綜合評量系統形式的問題 Gives students several ways to show their learning (tests, portfolios, exhibitions, etc.) 提供學生多種展現學習的方式(測驗、檔案、展演等) Uses varied assessment methods to evaluate individual student and whole class learning 使用各種評量方法來評鑑個別學生和全班學習

Uses rubrics to assess students’ work, and helps students use rubrics to assess their own work 使用評分標準來評估學生的作品，並且協助學生使用評分標準來評估自己的作品 Makes sure that what is tested has been taught 測驗內容與教學內容要相配合 Tells students in advance exactly what they must do to earn good grades; communicates the criteria for success 事先告知學生如何才能獲得好的成績，讓學生知道成功的標準 Encourages student self-evaluation as part of the learning process鼓勵學生將自我評鑑視為學習過程的一部份 Uses grades, portfolios, products, etc. to inform students, parents, and staff of progress 使用成績、檔案、作品等方式，告知學生、家長、以及其他教師有關學生的學習進展

The teacher uses data from the classroom to adjust and improve teaching.教師從班上獲得的資料來調整與改進教學
Adjusts the pace and content of lessons based on how well students are learning根據學生學習狀況來調整授課進度與內容 Modifies teaching approaches when students are not succeeding 當學生未達到學習目標時能調整教學的取向 Uses ongoing, formative assessments throughout the year to measure student learning and to inform practice全年使用使用形成性的評量來瞭解學生的學習狀況，並且提供作為教學調整與改進的依據 Uses summative data (e.g. SAT9, MCAS) to measure student learning over time and inform instruction 使用總結性的資料(如第九版史丹福成就測驗、麻州綜合評量系統))來評量學生學習一段時間的成果，並且提供作為教學調整與改進的依據 Develops and implements specific instructional strategies to respond to students‘ particular learning needs 發展與實施特定的教學策略以適應學生特別的學習需求 Prepares and maintains accurate and efficient record keeping systems to measure the quality and quantity of student work 使用正確和有效率的成績保存系統，以評量學生作品的質與量

The teacher follows up with students who are not meeting expectations
Identifies students who are having difficulty and enlists them in extra-help sessions 找出有學習困難的學生並且為他們安排補救課程 The teacher succeeds in realizing appropriate student learning gains.教師成功幫助學生獲得適當的學習成果 Realizes appropriate student learning gains as reflected by formative and summative student assessments透過形成性與總結性評量，瞭解學生是否獲得適當的學習成果 Specific observations of strengths對優點的具體觀察: Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s) 需改進部分的具體觀察:如果評定未達標準,請說明問題和改進方式 Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填):

F. Promotion of High Standards and Expectations for Student Achievement 對學生成就持高標準和期望
The teacher organizes the instruction around the belief that sustained and directed effort can yield high achievement for all students. 教師應相信：堅持不懈的努力和引導，能夠幫助所有學生獲得高成就，並以此信念組織教學 Regularly communicates to students -: This is important. You can do it. I’m not going to give up on you 定期與學生溝通：這很重要，你一定做得到，我不會放棄你

The teacher communicates learning goals and high standards and expectations to students 教師和學生溝通學習目標，並對學生持有的高標準和期望 Effectively communicates learning objectives and criteria for success to students 與學生進行有效的溝通使其了解學習目標以及學習成功的標準 Provides effective and adequate feedback to students about their progress toward goals and objectives 提供有效且適當的回饋，讓學生了解其學習目標達成的進展狀況 Regularly communicates standards, expectations and guidelines regarding quality and quantity of student work, work habits, and interpersonal behavior to students 與學生定期溝通使其了解關於學生作品、工作習慣、以及人際互動行為的標準、期望、以及指導方針 Responds to students' answers and work so that students will continue thinking and be willing to take risks and to persevere with challenging tasks對於學生的回答和作品提供回饋，以便學生能持續思考並願意冒險挑戰以及對於具挑戰性的任務能堅持不懈

The teacher promotes confidence and perseverance in the students to stimulate increased personal student responsibility for achieving the goals of the curriculum 教師提升學生的信心與毅力，協助其逐步擔負起達成課程目標的個人責任 Acts on the belief that all students can learn and that virtually all students can master a challenging curriculum with appropriate modification of instruction 教師相信並致力於所有的學生能夠學習，並且當教學適當修正時，實際上所有學生都能夠精熟挑戰性的課程的信念 Encourages and supports students to believe that effort is a key to high achievement and acknowledges and values student work, study and inquiry鼓勵與支持學生相信努力是達到高成就的重要關鍵，並且認可和重視學生作品、研究和探究 Encourages students to believe that effective effort is the key to high achievement 鼓勵學生相信有效的努力是達到高成就的重要關鍵

Nurtures and supports students’ willingness to tackle and succeed in challenging work 培養和支持學生勇於從事並戰勝挑戰性工作的意願 Builds students’ self-awareness and helps them overcome self-doubt and take risk 建立學生的自我察覺，並且幫助他們克服自我懷疑和勇於冒險 Helps students develop self-discipline and an increasing sense of responsibility 幫助學生發展自律和責任感

G-1. COLLABORATION WITH PARENTS與家長合作
The teacher keeps parents informed of what is expected and how students are doing 教師應告知家長對學生的期望和學生在校的表現 Tells parents the standards and expectations for student work and behavior 告知家長學校對於學生學習和行為的標準和期望 Makes the syllabus, objectives, and expected student outcomes for each term available to parents 家長應可取得每一學期的課程綱要、目標、以及期望的學生表現 Uses homework assignments as an effective bridge between home and school使用家庭作業作為家庭與學校間有效溝通的橋樑 Provides parents with regular progress reports and curriculum previews 定期提供給家長學生的學業進展報告以及課程預覽 Explains students’ achievement levels and needs to parents 向家長解釋學生的成就水準與需求 Uses grades, portfolios, and other student work as the foundation for parent conferences 使用成績、檔案資料、以及其他的學生作品作為親師會談內容的基礎 Communicates effectively with parents in report card conferences 在成績報告會談時，能與家長有效溝通

The teacher reaches out to parents and makes them part of their children’s education 教師應與家長保持聯繫，並將他們納入子女教育的一部分 Uses a variety of techniques to stay in touch with parents and tell them class news 使用各種方式來與家長保持聯繫並且告知家長班上所發生的事 Is especially tenacious in contacting hard-to-reach parents 對於很難聯繫的家長應鍥而不捨地多加聯繫 Is constructive and cooperative with parents and builds positive relationships積極與家長合作並建立正向的關係 Works with parents to improve children’s learning at home and at school與家長共同改進學生在家庭與學校的學習 Makes parents feel welcome and respected in the classroom and school讓家長在教室和學校感覺到賓至如歸並受到尊重 Is sensitive in dealing with parents of all cultures 敏銳地應對不同文化的家長 Maintains professional boundaries with parents 與家長保持專業的疆界

The teacher looks for other ways that parents can contribute to the class and school 教師尋求其他方式使家長能對班上和學校有所貢獻 Suggests ways for parents to volunteer time or expertise in the classroom or school 建議家長能對班上和學校貢獻其時間和專業技能的方式 Seeks and is receptive to “customer feedback” - parent suggestions and ideas 尋求並接納”顧客回饋”家長的建議和想法 Specific observations of strengths對優點的具體觀察: Specific observations of areas for development: if rated “does not meet standard” include description of the problem(s) and prescription(s) 需改進部分的具體觀察:如果評定未達標準,請說明問題和改進方式 Recommendations (optional - not necessary if a prescription has been written) 建議(選填-如果已說明改進方式則免填):

G-2. COLLABORATION WITH COLLEAGUES 與同事合作
The teacher is a collegial and contributing member of the staff. 教師能與其它教職員合作並有所貢獻 Works cooperatively with all building staff, including paraprofessionals and custodians 能與校舍教職員合作，包括教師助理和校舍管理員。 Shares special talents, knowledge, experience, and ideas with colleagues 與同事分享其特殊才能、知識、經驗、以及觀念 Contributes positively in staff meetings 在教職員會議中有正面的貢獻 Participates in activities that promote the general welfare of the school 參與有益於學校福祉的活動

The teacher joins in working toward grade/team/department, school, and BPS goals.教師共同致力於達到學年/學群/學科、學校以及波士頓公立學校的目標 Collaborates with colleagues to plan and implement effective programs for students 與同事共同規劃和執行有效教學的課程方案 Works with colleagues to identify school problems and suggest constructive solutions 與同事共同找出學校問題並建議建設性的解決方案 Cooperates in achieving the goals of the school’s Whole School Improvement Plan 教師共同致力於達成全校改進計畫的目標 Contributes to the ongoing evaluation of the curriculum within the school and the BPS 對學校和波士頓公立學校持續的課程評鑑有所貢獻

The teacher works in a positive, ethical, and above-board manner
Maintains professional relationships with colleagues 和同事維持專業的關係 Recognizes and respects individual differences among staff members 瞭解和尊重同事間的個別差異 Seeks to understand different sides of a question, seeks facts before reaching conclusions 對於問題的不同立場進行了解以及能在作成結論之前尋求事實 Takes a problem-solving approach to conflicts and disagreements 使用問題解決的取向來處理衝突和爭議 Raises concerns openly with staff and administrators to achieve constructive results 和同事與行政人員間能開放表達個人的關切以產生建設性的解決方案 Does nothing to undermine the teamwork, collegiality, and good morale of the school不可破壞學校團隊合作、合作互動以及高昂士氣 Is positive and supportive of colleagues, the school, and the BPS in public 在公共場合以正面方式支持同事、學校以及波士頓公立學校系統

G-3. SCHOOL RESPONSIBILITIES 學校責任
The teacher sets an example to students by excellent attendance and punctuality 教師在出勤與守時方面應作為學生的表率 Maintains regular attendance in conformity with rules and regulations of the BPS 遵守波士頓公立學校關於出勤方面的規章與條例 Is punctual for school and for appointments, assignments and meetings 應準時到校上課、赴約、繳交報告、以及參與會議 Attends promptly to office and parent communications 準時參加辦公室和家長的溝通會議

The teacher performs routine duties in a professional manner
Shares responsibility for supervising students outside the classroom 與其他教師分擔學生在教室外的監督責任 Performs other duties and assignments effectively 有效表現其他的責任與應完成的事項 Maintains up-to-date written evidence of adequate prior lesson preparation 不斷更新先前課前準備的書面證據 Keeps accurate, well-organized and accessible records of students learning 保持正確、有系統、與可取得的學生學習紀錄 Completes grade reports and other materials in a professional manner 以專業方式完成成績報告和其他的教材 Respects the confidential nature of professional information about students and staff尊重學生與教職員專業訊息的保密性 Follows the policies and procedures of the school and the BPS 遵循學校與波士頓公立學校的政策和程序 Adapts successfully to changes in assignments, duties and schedules 對於交付工作、責任、和時程的改變能適應良好 Maintains professional appearance and demeanor 維持專業的儀表與舉止

The teacher includes all students in the full classroom and extra-curricular program 教師讓所有學生參與完整的班級課程與課外活動 Applies federal laws, state laws/regulations and BPS policies equitably to all students在應用聯邦法律、州法律/規定以及波士頓公立學校政策時，平等對待所有的學生 Functions effectively in a multi-lingual, multicultural and economically diverse society 在多元語言、多元文化以及多元經濟的社會中有效進行教學 The teacher cooperates in implementing the Whole School Improvement Plan 教師能合作執行全校改進計畫 Establishes indicators for assessing students’ progress 建立評量學生學習進步評的指標 Assesses student progress based on these indicators 根據這些指標評量學生的學習進步

G-4. PROFESSIONAL GROWTH 專業成長
The teacher tries innovative classroom strategies and evaluates their impact. 教師嘗試使用創新的班級策略並評估其影響 Shows a willingness to consider and implement new ideas 願意考慮與使用新觀念 Works to expand the role of computers and other technology in the classroom 致力擴展電腦和其他科技在班級中的角色 Takes advantage of resources in the community to enrich and supplement student learning 利用社區資源使學生的學習更加豐富並補充其不足 Continuously evaluates and refines classroom strategies 持續評鑑與改進班級策略

The teacher stays up-to-date on curriculum content. 教師不斷更新課程內容
Keeps up-to-date in the field and puts new knowledge to work in the classroom 注意學科領域的最新發展並將新知識應用於班級教學 Applies current educational research on the best way for students to learn the curriculum 有效應用目前的教育研究來幫助學生學習課程 Thinks about students’ needs and ways to maximize learning 思考學生的需求和方式促使學習達到最高成效

The teacher is a reflective and continuous learner. 教師是反省與持續的學習者
Uses all available resources to expand and refine professional knowledge and skills 使用所有可利用的資源以擴展與精進專業知識與技能 Seeks out information that can be used to grow and improve as a professional 尋求專業成長與改進的資訊 Draws on research and data from one’s own classroom to improve teaching 利用在自己班級進行的研究與資料來改進教學 Regularly seeks advice from colleagues and others to strengthen teaching定期尋求同事與他人的建議以強化教學 Is receptive to criticism and suggestions for growth and improvement能接納有關成長與改進的批評與建議 Takes part in activities that show a commitment to the teaching profession參與各項活動以顯示教學專業的承諾

BPS World Language Curriculum Implementation Review 波士頓公立學校世界語言課程評鑑
2007教師專業發展評鑑國際學術研討會 BPS World Language Curriculum Implementation Review 波士頓公立學校世界語言課程評鑑美國波士頓教育局外語部主任林遊嵐博士

Start-up Activity: 起始活動
School name學校名稱: ___________________ Teacher教師: ___________________________ Course課程科目: ________________________ Start-up Activity: 起始活動 Yes是 No否 Students engaged in a 5-10 minute start-up exercise 學生進行五到十分鐘的起始活動 Student did…學生行為 Teacher did…教師行為 Comments 評語 Recommendation 建議

Yes是 No否 Teacher articulated the objective(s) and agenda for the class 教師說明教學目標和活動流程 Objectives were…目標是 Agenda were…活動流程是 There were posted at…貼在… Comments 評語 Recommendation 建議

Yes是 No否 Students engaged in brief warm-up and review exercise 學生進行簡短的暖身和複習活動 Teacher did…教師行為 Student did…學生行為 Comments 評語 Recommendation 建議

Standards: The Teacher…標準: 教師…
Yes是 No否 Worked from a detailed lesson plan that included objectives with the standards, instructional materials and activities, assessment activities, and expected student a clear set of student outcomes. 擬定詳細的教學計畫，包括依課程標準訂定的目標、教材和活動、評量活動、以及期望學生達到的明確結果 The expected student outcomes were… 預期學生達到的結果是 Comments 評語 Recommendation 建議

Environment 環境: Yes是 No否
The arrangement of furniture supports independent and group work 課桌椅的安排，有助於學生個別與小組學習活動 The furniture was arranged in… 課桌椅被安排成… Comments 評語 Recommendation 建議

Yes是 No否 The physical environment reflects the target language and culture 教室布置反映所要學習的語言和文化 On the walls, there were…佈置在牆上的有… The classroom gave an impression of being… 教室給人的印象是… Comments 評語 Recommendation 建議

Yes是 No否 Technology, as available, is used to facilitate teaching and learning. 現有科技設備的使用有助於教學與學習 The teacher used… 教師使用… Comments 評語 Recommendation 建議

Yes是 No否 Student work is prominently displayed學生作品被展示在顯眼的地方 Student work displayed in the classroom were… 展示在教室的學生作品有… The student work indicated…學生作品顯示出… Comments 評語 Recommendation 建議

Yes是 No否 Clear expectation: routines and procedures (behavioral and academic) are posted in the target language 明確期望:班級常規和程序，以所要學習的語言書寫並作張貼 Teacher reinforced the rules and procedures in class… 教師強調的班級班規和程序為… The students do/do not follow the rules and procedures … 學生遵守/不遵守班規和程序 Comments 評語 Recommendation 建議

Instructional Activity: The teacher…教學活動: 教師…
Yes是 No否 Used target language in class extensively 在班級內廣泛使用所要學習的語言 The teacher used target language when … 教師何時使用學生所要學習的語言 The teacher used target English when…教師何時使用英語 Comments 評語 Recommendation 建議

Yes是 No否 Encouraged the students to use the target language in class 鼓勵學生在班上使用所要學習的語言 Student used target language when… 學生何時使用所要學習的語言 The teacher interacted with students in… 教師和學生進行互動的情境 Comments 評語 Recommendation 建議

Yes是 No否 Provided varied activities for students to communicate in the target language 設計多樣化的活動，使學生能以所要學習的語言進行溝通 Students were asked to 要求學生做… There were number of ) communication activities… 大量的溝通活動… Comments 評語 Recommendation 建議

Yes是 No否 Kept students focused and engaged in class activities 使學生專注並從事班級活動 Student did… 學生行為… Teacher did… 教師行為… Comments 評語 Recommendation 建議

Yes是 No否 Balanced time for four skills四種技能的學習時間應保持均衡 Student did…學生行為 Comments 評語 Recommendation 建議

Yes是 No否 Four language skills were practiced in contextualized settings 提供具情境脈絡的環境，讓學生練習四種語言技能 Student did… 學生行為… Comments 評語 Recommendation 建議

Yes是 No否 Incorporated culture in the instruction 將文化融入教學 The teacher did… 教師行為… Comments 評語 Recommendation 建議

Yes是 No否 Used error correction in activities 在活動中矯正學生錯誤 The teacher used explicit error correction when… 教師何時明顯地矯正學生的錯誤 The teacher used implicit or no error correction when… 教師何時未明顯地或未矯正學生的錯誤 Comments 評語 Recommendation 建議

Yes是 No否 Addressed student learning styles 教學能因應學生的學習型態 The teacher did… 教師行為… Students did… 學生行為… Comments 評語 Recommendation 建議

Yes是 No否 Used textbook as a tool, not as a curriculum 視教科書作為工具，而不視為課程 The teacher used… 教師使用… Comments 評語 Recommendation 建議

Yes是 No否 The teacher used authentic materials 教師使用真實的教學材料 The teacher used… 教師使用… Comments 評語 Recommendation 建議

學生中心的活動: 教師… Student-centered Activity: the teacher… Yes是 No否
Used a variety of student groupings 使用多樣化的學生分組方式 The teacher grouped the students in… 教師將學生分組在… Students in groups were doing…學生在小組時正在做… Comments 評語 Recommendation 建議

Yes是 No否 Included performance-based tasks 進行實作性的學習任務 Student did… 學生做… Comments 評語 Recommendation 建議

Yes是 No否 Students engaged in tasks that reflected higher-order cognitive skills 學生運用高層次的認知技巧(或策略)進行學習 Higher-order thinking skills were used in activities … 使用高層次思考技能的活動為… Comments 評語 Recommendation 建議

Yes是 No否 Teacher asked questions that reflected a range of thinking skills 教師發問問題能反映出各種思考技巧 The teacher asked probing questions during… 教師何時提出探索性的問題 Examples …範例 Comments 評語 Recommendation 建議

Assessment: The teacher…評量: 教師…
Yes是 No否 Designed formal assessment 設計正式的評量 The formal assessment was used in… 使用正式評量在… Comments 評語 Recommendation 建議

Yes是 No否 Used informal assessment in class在班上使用非正式的評量 The informal assessment was used in… 使用非正式的評量在… Comments 評語 Recommendation 建議

Yes是 No否 Had students assess their own progress 讓學生評量他們自己的學習進展 Students assessed their own progress by… 學生評量他們自己學習進展的方式… Comments 評語 Recommendation 建議

Yes是 No否 Used effective questioning techniques使用有效的發問技巧 The teacher asked questions, such as… 教師問學生的問題，例如… Comments 評語 Recommendation 建議

Assessment: Students…評量: 學生…
Yes是 No否 Used rubrics to guide their performance-based tasks 根據評分標準引導學生進行實作性的學習活動 Students used rubrics for… 學生使用評分標準為何用途… Teacher designed (holistic) (analytic) rubrics for… 教師設計(整體的)(分析的)評分標準為何用途… Comments 評語 Recommendation 建議

Yes是 No否 Students used class time to share and learn from one another 學生在班上相互分享與學習 Students shared…( name activity) and in ( pairs/small groups) 學生分享…(活動名稱)，並以 (兩人一組或小組方式) Student received feedback from…學生從…得到回饋 Comments 評語 Recommendation 建議

Boston Principal Fellowship Dr. Yu-Lan Lin
專業評鑑人員校長之培訓 Boston Principal Fellowship Dr. Yu-Lan Lin

Principal Fellowship Training 校長培訓
Length: one year 為期﹕一年 Dimensions of Principal Training 培訓內容 Training Courses and Modules 培訓課程

Habits and Skills Training (1) 技能與良好習性之訓練
Understanding and Managing Self 培養充分了解自我並管理自我的能力 Resilience 培養高度耐力

Habits and Skills Training (2) 技能與良好習性之訓練
School Culture and Climate 培養創造良好的學習環境並營造合作氣氛之能力 Learning and Teaching 培養提升教學素質之能力

Habits and Skills Training (3) 技能與良好習性訓練
Supervision and Evaluation 培養有效督導教師與評鑑其教學之能力 Data 培養有效應用學生成績統計數據改善教學之能力

Professional Development 培養有效計劃教師培訓之能力 Shared Leadership 培養以共同領導方式改進教學之能力

Resources 培養配合資源支持教學計劃之能力 Family and Community Engagement 培養配合家長與社區合作之能力

Summer Training Course 夏季培訓課程(1)
Understand Self, Others, and Group Process 訓練對自我，他人與團體的認識 Schooling in Boston: Past, Present, and Future 波士頓公立學校回顧與展望

Using What We Know to Improve Student and Adults Learning 訓練以既有的知識改進學生與成人的學習 Learning and Teaching 教與學之總總

Leadership 培養領導者 Preparing for Entry into the Residency 準備進入實習

Fall Training Course(1) 秋季培訓課程
Fall Residency Seminar 秋季實習研討 Organizational Analysis 分析學校各種組織

Family and Community Engagement 學習與學生家長溝通及與社區合作 Race, Culture, and Identity Awareness in Schools 針對校內種族，文化與學生自我認識之討論

Meeting the Needs of All Learner 學習如何滿足學習者各種不同的需要 Data Analysis That Drives Instructional Improvement 學習如何分析數據改進教學

Learning and Teaching ( continued from summer) 繼續夏季教與學之課程 Aligning Time, People, and Money to Instructional Priorities 學習依據學校所需以分配時間，人員與財務

Spring Training Course (1) 春季培訓課程
Spring Residency Seminar 春季實習研討 Leading Instructional Improvement 學習如何引導改良教學

Spring Training Course (2) 春季培訓課程
Teacher Supervision and Evaluation 學習如何督導教師與評鑑教學 Organizational Change 學習如何進行校內組織改變 School Law and Labor Relations 學習學校法規與工會之間的關係

波士頓公立學校2007 年新項目 Dr. Yu-Lan Lin
教師專業評鑑人員之培訓－新老師輔導專員波士頓公立學校2007 年新項目 Dr. Yu-Lan Lin

New Teacher Developer 新老師輔導專員
Goals: 目的 1.Provide critical orientation and support （提供開學前訓練與支持) 2.Accelerate their skill and knowledge development (加速教學技能與知識的發展) 3.Facilitate opportunities for reflection and self assessment (提供老師反思與自我評鑑的機會) 4.Develop and retain strong new teachers (保住優秀好老師)

NTD Responsibilities 輔導專員責任 (1)
隸屬教育局 Work with 14 novice teachers in one or across several schools. 在一校或多校負責14位新老師（3校） Maintain a trusting, confidential relationship 與新老師建立互信關係

Assist in planning, reflecting on and analyzing their practice 幫助新老師計劃教案，反思與分析教學 Reviewing student work to enhance student achievement 幫助新老師檢查學生作業提升學生成績

Regularly confer with new teachers 定期與新老師開會討論教學 Observe exemplary practice and model lessons 帶新老師觀摩優良教學

Model teaching methodologies, e.g. team teaching, demonstrations and simulations. 演示教學法 Identify resources, support and professional development 提供教學資源與專業發展機會

Maintain and submit documents or work 定期繳工作記錄 Promote professional community among new teachers 與其他新老師保持聯係

Participate in PD 12days seminars as part of their workday, focused on skills and strategies that support new teacher development. 一年內參加12天培訓，加強本身技能與教學策略以輔導新老師

NTD Qualifications 輔導專員該具備之資格 (1)
Valid MA license 麻州教師執照 K-12 teaching experience 小、初、高中教學經驗 Strong interpersonal skills 善與人相處

Commitment to diversity, ensuring all students access to the highest quality instruction, and closing the achievement gap 對各族裔平等，保證提供所有學生最高品質教育的機會，減縮族裔之間的差距

Mastery of pedagogical and subject matter skills 精通教學法並具備學科專業技能 Expertise in designing and implementing standards-based instruction 精通 “以學習目標為準” 的教學設計與課堂實施策略

Commitment to professional growth and learning 獻身於專業成長與學習 Experience in relating to adult learners 熟知如何與成年學習者交流 Experience leading PD or creating learning opportunities for teachers 曾有教師培訓或為教師設計學習機會的經驗

Willing to help new teachers to identify progress against standards for teaching proficiency 願意幫助新老師鑑定教學增長進步情況 Willing to accommodate the scheduling needs of new teachers. 能夠遷就新老師的課表，盡量給予他們方便

NTD Conditions 輔導專員工作條件
183days +18 hours hours/week 183 天 +18 小時+ 每星期2.5小時 From mid August to mid June 由八月中至六月中

NTD Compensation 輔導專員津貼
BTU Salary plus 5% for additional work hours. 波士頓教師公會所定待遇之外，另加百分之五

NTD Academy 輔導專員進修項目 (1)
Foundations in Mentoring and Formative Assessment 教學輔導基礎理論與形成式評鑑 Coaching and Observation Strategies 教學輔導和課堂觀察策略

NTD Academy 輔導專員進修項目 (2)
Analysis of Student Work 分析學生作業 Planning and Designing Professional Development for Teachers 計劃與設計教師專業發展培訓

BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式

Similar presentations

Presentation on theme: "BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式"— Presentation transcript:

Similar presentations

About project

反馈

请登录

Auth with social network:

BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式

Similar presentations

Presentation on theme: "BPS Performance Evaluation 波士頓公立學校教師表現評鑑方式"— Presentation transcript:

Similar presentations

About project

反馈