Teacher teaching evaluation program
Part 1: Teacher Teaching Evaluation Program
In order to explore the new system and new model of teacher teaching evaluation in our school, improve the overall quality of our school teachers, create quality teachers, improve teaching quality, and achieve the goal of “premium school”, this plan is specially formulated.
First, the guiding ideology
Guided by the modern concept of teacher development, with the aim of promoting the professional development of teachers, the establishment of an evaluation mechanism to promote teachers' continuous improvement, and the establishment of an evaluation system in which teachers are judged by the principals, principals, teachers, students and parents, and give full play to the evaluation. The functions of orientation, diagnosis, motivation, reflection, improvement and development enable teachers to obtain information from various channels, objectively evaluate and deepen their own work, promote the continuous improvement and development of teachers' professional level, and continuously improve the quality of teaching.
Second, the principle of evaluation
The principle of development: evaluation should reflect the current development trend of education, reflect the modern concept of teaching, take the development of teachers as the basis, "focus on the process, focus on development", not only the results, but also the process, the teacher's daily teaching work as an evaluation The key points are to enable teachers at different levels to develop on the basis of the original requirements in meeting the requirements of the school, completing the tasks of education and teaching, realizing their own professional development plans, and meeting the development needs of students.
The principle of hierarchy: the evaluation should reflect the hierarchy, reflect the promotion, “consider the level and stratification requirements”, and propose different levels of requirements for new teachers, qualified teachers, mature teachers, backbone teachers, and academic leaders to promote teachers at different levels. The professional competence has been continuously developed and improved.
The principle of autonomy: Teacher labor has individual characteristics. The main body of teacher development is teachers. Only when they develop according to their own interests, specialties, characteristics, and ways of thinking can they develop effectively. The evaluation should "respect the differences, respect the characteristics, respect the innovation", fully respect the teacher's main position, and let the teachers fully exercise the right of "plan independence, develop independence, and evaluate independence", tap the potential of teachers' own development, and develop development time and space. The initiative and creativity of teacher development continuously improve teachers' self-reflection, self-improvement and self-development.
Incentive Principle: Everyone needs motivation. Incentives can make people rise, and they can make people's success from small success to great success. Evaluation should focus on “promoting and paying attention to motivation”, change the evaluation method that only pays attention to horizontal comparison in the past, pay attention to the vertical comparison of teachers' own development, and encourage teachers to continuously obtain successful experiences at different stages and different basic situations to form self. The driving force for development.
The principle of impartiality: Only a fair evaluation of teachers recognizes that only a fair evaluation can mobilize the enthusiasm of all teachers. The evaluation should be "seeking truth from facts, being objective and fair" and be open, fair and equitable.
Third, the method of evaluation
Self-evaluation: Teacher self-evaluation is the core of developmental teacher evaluation. It refers to the process of self-recognition and self-analysis by teachers to achieve self-improvement. Teacher self-evaluation requires teachers to have a certain self-recognition ability, including their own teaching work, professional level, interpersonal relationship and other aspects of quality and ability, especially to fully recognize the deficiencies of arrogance And the problems in the work; then, also need to have a certain self-analysis ability, analyze their own deficiencies and the reasons for the problems; finally it is possible to find ways to achieve self-improvement. For the school, the first is to educate teachers on self-evaluation, establish a correct self-evaluation concept, create a supportive self-evaluation atmosphere for teachers; second, develop an operable teacher self-evaluation indicator system; third, pay attention to teachers' self-evaluation The results are evaluated; the fourth is to use the self-evaluation results with caution, not directly linked to rewards and punishments; the fifth is to combine with his evaluation to promote the improvement of teachers' reflective ability. The self-evaluation methods to be adopted by the school are as follows: (1) the teacher evaluates according to the content of the evaluation by writing self-reflection; (2) the school designs relevant forms and data that are beneficial to the teacher's overall development according to the evaluation content, and allows the teacher to self-evaluate; (3) by writing a teaching diary And staged work summary and other methods for evaluation. In short, in self-evaluation, teachers should establish a correct self-evaluation concept and have certain self-evaluation ability. Schools should give guidance and encouragement from many aspects, and strengthen the management of self-evaluation work to prevent over- or over-evaluation in the process of self-evaluation. Low evaluations affect the adverse effects of work mood.
Student and parent evaluation: Students and parents are two groups that cannot be ignored in school education. Establishing teacher evaluations in which students and parents participate is an important part of the evaluation of new curriculum development teachers. It aims to help teachers obtain information from various channels and continuously improve their teaching level.
1. Students participate in teacher evaluation
As the object of education, students are the direct participants of teachers' education and teaching activities. They have the most direct feelings and judgments on teachers' education and teaching activities. Secondly, the ultimate goal of education is to promote the all-round development of students. Therefore, students' participation in teacher evaluation is a right that students should have. In addition, students' participation in teacher evaluation can enhance the monitoring of teacher education and teaching activities, and help to promote the formation of teachers' reflective habits and the improvement of reflective ability.
Students are involved in two concerns about teacher evaluation. The first is whether the students tell the truth. Since teachers have the right to exercise rewards and punishments for students, coupled with the influence of the concept of “dignity of teachers and teachers” in traditional thinking, all students may not dare to tell the truth because of the negative consequences caused by teacher evaluation, especially in the face of teachers. When there are problems. The second is whether the evaluation of students is objective. Because students are limited by age and knowledge, firstly, the understanding of teachers is not comprehensive, and it may lead to the evaluation of “blind people's imagery.” Second, they cannot see the essence through the phenomenon, they cannot understand the teachers' good intentions, and “good” is rated as “good”. Bad". These cast doubt on the objectivity of the teacher's participation in the teacher evaluation. Some teachers are worried that those "stabbing" students will use this to vent their dissatisfaction, attack teachers and make unreasonable opinions.
The countermeasures that our school intends to adopt in the student evaluation of teachers. One is to trust students. Teachers must first believe that students are friendly and capable. I believe that their participation in teacher evaluation can help promote their own development. Guided by this positive attitude, the message of trust is passed on to students in a sincere, open and democratic manner, thus guiding students to participate in teacher evaluation in an objective, fair, and responsible manner. Teachers should be aware that regardless of whether students are given the opportunity to participate in teacher evaluation, students' judgments and evaluations of teachers are objective, and their opinions may be reflected from different channels and in different ways at any time. Instead of this, it is better to use a method of teacher evaluation to guide students' opinions to promote such a healthy and positive direction, and to promote the development of teachers in a virtuous circle. The second is to analyze the evaluation results and cherish the opportunity. Teachers should correct their mentality, analyze the evaluation results, face the problems, and not entangle in the fairness of the results. What really needs to be reflected is the education, teaching thoughts, behaviors and methods hidden behind these problems. Level of needs to consider where their education and teaching needs improvement. Teachers should cherish such an opportunity to communicate directly with students, achieve mutual understanding, clarify misunderstandings and solve problems in mutual understanding, win more respect, support and trust from students, and carry out education and teaching work more effectively. The third is to comprehensively analyze the multi-party information and not to draw conclusions. First, the results of multiple evaluations are handled in a fair manner. Students are not sacrificed at the expense of teachers, nor are they refusing to accept the opinions of teachers. The second is to comprehensively analyze the information from various channels, give students the right to explain and explain, give the teacher the right to interpret and appeal, and carefully draw conclusions. The fourth is to guide students. Conduct necessary and scientific guidance for students before they participate in teacher evaluation, such as helping students understand the purpose and content of participating in teacher evaluation, familiarizing with the process and procedures of teacher evaluation, and how to use teacher evaluation tools or techniques.
The method of student evaluation that the school intends to adopt. (1) Class cadres evaluate teachers; (2) Class representatives evaluate teachers; (3) evaluate teachers through letters and visits; (4) evaluate teachers by issuing “student evaluation forms”.
2. Parents participate in teacher evaluation
Parents, as parents of students and investors in education, are naturally concerned about the development of students and what kind of education they have received. At the same time, promoting home-school collaboration is also an important responsibility of school education. Therefore, parents evaluate teachers: on the one hand, the rights that parents should have; on the other hand, it is also an effective way to encourage parents to understand teachers and form a synergy between home and school education.
The methods that parents intend to participate in teacher evaluation are: (1) class parent committee evaluates teachers; (2) parents are asked to evaluate the teacher's education and teaching work on “Parent Open Day”, the main content is to ask parents to attend the school to listen to teachers. After class, directly make a self-evaluation of each teacher's classroom teaching; (3) sincerely invite parents to evaluate the teacher's education and teaching work at the parent meeting; (4) set up a “parent mailbox”, by letter, visit, telephone, network The road evaluates the teacher; (5) evaluates the teacher by issuing a “parent evaluation form”.
When students and parents participate in the evaluation of teachers, they must do a good job of explaining the work beforehand, and do a good job of checking the work afterwards to prevent the evaluation of teachers by false evaluation.
Colleague evaluation: refers to mutual evaluation between teachers. The method of evaluation of colleagues to be adopted by the school is to evaluate the political thoughts, business level, work attitude, and work performance of colleagues through the issuance of “colleague evaluation form”, such as: obeying the teaching routine, the quality of the subject report, and the research of small subjects. Evaluation of the quality of the lectures and the quality of the study report. The purpose of the evaluation of colleagues is to find out the advantages and disadvantages of the evaluation objects, so as to learn from each other's strengths, learn from each other, and improve together, and avoid conflicts in the evaluation. In order to truly make an objective, reasonable and valuable evaluation and avoid the friction or contradiction between teachers, the evaluation results are not directly linked to the teachers' various interests and reputations.
The evaluation of teachers by schools or managers: refers to the evaluation of teachers by the party, government, industry, or association, or school administration. The evaluation of school administration, first, the school administration through the various inspections, listening to the door, listening to the subject research report class, verifying the report and other work, collecting teacher information, according to the evaluation system, to make appropriate for each teacher of the school The evaluation is based on the quantification of the final evaluation; the second is to continuously discover talents, build a platform for the development of excellent teachers, and promote their development to a higher level; the third is to help teachers with certain problems and promote their original The foundation has developed.
Fourth, the organizational leadership of the evaluation
Leader: Principal. Responsible for the comprehensive work of evaluation, reviewing the evaluation plan, deploying the evaluation work, and constantly improving the evaluation plan in practice.
Deputy leader: Vice President. Assist the principal to do the evaluation work, be responsible for the formulation of the evaluation plan, amend the plan according to the principal's opinions, and implement the evaluation work.
Members: Dean of teaching, deputy director, director of the teaching department, deputy director, general manager, deputy director, teaching and research team leader. Responsible for the specific work of the evaluation.
The secretary of the Party branch, the chairman of the labor union, the director of the workers' congress, and the secretary of the regiment branch are responsible for the supervision and verification of the evaluation.
The right to interpret this program is in the school and the executive has no right to change the content and criteria of the assessment. In the implementation, if there are provisions, indicators, and unreasonable and unscientific weights, submit to the joint meeting of the party, government, industry, and league to discuss the revision and implementation.
Part 2: Teacher Teaching Evaluation Program
To actively implement the education law, comprehensively implement the party's education policy, promote curriculum reform, improve the quality of education and teaching, promote the continuous development of teachers themselves, fully mobilize the enthusiasm of teachers, and achieve scientific evaluation of teachers' teaching, according to the education of Gaobeidian City. The Bureau's guidance on the evaluation of teachers' teaching in the compulsory education stage, combined with the actual situation of our school, specially formulated this implementation plan, the specific contents are as follows:
First, the teacher evaluation team leading group:
Group leader: Gao Jincheng
Deputy leader: Wu Zhenping
Member: Li Changquan Chen Qiuyue Zhang Guanhua
Yang Guosheng
Second, the principle of teaching evaluation
Teachers' teaching evaluation adheres to the principle of directionality and objectivity, the principle of combining self-evaluation with others' evaluation, the principle of combining norms and innovation, and the principle of combining levels with quantitative.
Third, the evaluation content
The evaluation content is divided into four parts: professional ethics, professional level, professional development, and classroom teaching.
Professional ethics
1, love and dedication
I love education, cherish my own jobs, and care for students to actively participate in various activities of the school. They can complete the tasks assigned by the school on time and in quantity, and they are full of work, score 7% according to the actual assessment, and fail to fulfill their duties. I did not complete my teaching tasks on time and according to the amount, calculated by subtracting 0.1 points for each lesson; no full time, 0.5 points for the day off, 0.5 points for sick days, 1 point for one day, 1 for late arrivals. Points until the score is deducted.
2, for the teacher
The instrument is dignified, civilized, has a healthy mentality, is willing to sacrifice, obeys the law and abides by the law, takes the lead in the standard, the actual assessment score of the teacher is 3%, and the violation is reduced by 0.5, until the score is reduced.
Professional level
1. Academic qualifications
The qualifications of the junior college teachers are above the college degree, which is lower than the two points of junior college.
2, teaching skills
Mandarin is up to standard, and can be taught in Mandarin. The board is neat and tidy, and the Chinese characters are standardized. It can produce simple teaching aids and courseware. It can use modern information technology such as the Internet to obtain teaching resources for learning and research.
3. Teaching ability
The teaching language is clear, accurate, concise, and has certain appeal; understanding the psychological characteristics, knowledge, and ability of students; having the ability to predict and diagnose learning difficulties; and having guidance on experimental activities, practical activities, and innovative activities for students. ability.
4, homework guidance
The selection of assignments is highly targeted, difficult and appropriate, and the quantity is reasonable. The internal and external operations can be corrected in time, and the records are revised, the date is revised, and the guidance is used.
5, teaching quality
At the end of the teaching period, the student's scores in the school year are greater than or equal to the average level of the same grade in the same grade of the township, which is lower than the average level of the same grade in the same grade by 0.5 points until the score is reduced.
Professional development
1, lifelong learning
Have the desire to learn independently, improve themselves, have good habits of writing study notes and experience; can collect and organize related information, can actively participate in various learning, training, training organized by the school as required, and regularly complete the regulations of the school and the education bureau. Learn the bibliography.
2, change the concept
Establish a new concept of curriculum, attach importance to the integration, development and utilization of textbook content; transform traditional teaching concepts, promote learning methods of autonomy, cooperation and inquiry, embody teacher-student interaction; establish a new concept of students, treat students with development, pay attention to Students' overall development, respect each student, and teach students in accordance with their aptitude.
3. Reflective communication
Reflecting on the individual's teaching concepts and behaviors, actively and actively communicate and communicate with students, parents, colleagues, and school leaders; can reflect on their educational concepts and teaching behaviors through students' classroom learning activities, homework and knowledge examinations. Two sessions a week, contact with the actual teaching, take the initiative to reform the teaching methods, and the teaching level is constantly improving.
4. Research actions
Actively participate in school-based teaching and research activities, play a leading role in collective lesson preparation, teaching and research group activities; can find problems in classroom teaching, have their own opinions on the causes of problems, can propose improvement suggestions, and conduct follow-up research; have teaching research, summary The results of the text, the professional level continues to improve. Each semester's demonstration class at the school level helps more than two students with difficulty in each semester, which significantly improves their performance.
5. Research ability
Hosted the development and implementation of a school-based curriculum; presided over the school's school-based teaching research theme or provided case studies for research activities.
6. Innovation results
Instruct students to practice innovations and win city-level awards or win municipal-level teaching achievement awards.
Classroom teaching
1. Instructional design
The teaching materials are thoroughly researched, accurately grasp the teaching objectives; clarify the intent of textbook writing, make full use of teaching materials and internal and external learning resources to design teaching plans, and do a good job of teaching presupposition; the breakthrough of teaching focus should be designed in detail, especially students The mode of activity, the display of teaching resources should be fully pre-set, and the examples and exercises used should be selected.
2, teaching technology
With technology as the teaching service as its purpose, according to the needs of teaching activities, scientific and rational use of modern educational technology means; can inherit simple and practical traditional teaching methods.
3, teaching methods
In line with the requirements of classroom teaching democratization, students' independent learning, and independent development, the choice of teaching methods is conducive to the realization of classroom teaching objectives; efforts to provide students with hands-on practice, independent exploration, independent thinking, cooperation and exchange of space. Can lead to student interest, students think positively and explore boldly.
4. Learning environment
Teachers treat students equally, have a friendly attitude, and can mobilize students' interest in learning activities in a variety of ways; they can demonstrate the charm of knowledge itself, be good at creating a learning environment with students, and provide opportunities for discussion, questioning, inquiry, cooperation, and communication. Teachers can present questions with high thinking value in a timely manner, the classroom atmosphere is active, and the teachers and students interact harmoniously.
5, classroom regulation
The teaching activities can be organized according to the teaching design, and the classroom activities can be effectively quoted around the teaching objectives, so that they can be opened and closed; and the teaching presets can be corrected in time according to the specific teaching situation. Can discover and utilize the curriculum resources generated in the classroom, innovate teaching activities, and promote student development, teachers and students. Can properly handle and skillfully use classroom emergencies.
6, process evaluation
The process evaluation is timely and accurate. It can be evaluated through the classroom teaching process, get timely feedback information, guide and regulate teaching activities; find problems and correct them in time. Can use a variety of personalized evaluation methods to stimulate students' interest and self-confidence, and guide students to innovation and practice.
7, teaching effect
Students actively participate in learning activities; form and master the knowledge and skills learned; through learning activities to form a correct understanding of personal and social issues.
Third, evaluation methods, steps
The teacher's teaching evaluation is carried out by means of grade evaluation and quantitative evaluation results, and is organized and implemented by the school. Once every school year, each teacher first conducts self-level evaluation according to the evaluation criteria. Then, the teacher's mutual evaluation, student assessment, and school evaluation team assessment determine the teacher's teaching evaluation level. Finally, conversion to a score gives the teacher a school-level evaluation. The teacher's “teaching evaluation grade weight” table is stored in each teacher's file as an important basis for the teacher's professional development assessment.
Fourth, the results of the determination
Teacher evaluation is divided into four levels: excellent, good, average, and unqualified. The specific score is: excellent 90 points or more; good 70-89 points; generally 40-69 points; unqualified 39 points or less.
The number of outstanding people does not exceed 20% of the total number of teachers in the school.
bonus:
1. Teachers who receive city-level honors add 2 points, and teachers who receive town-level honors add 1 point. ;
2. The class teacher adds 5 points.
Note: Teachers who enter the excellent column do not break through 99 points, and teachers who enter the qualified column do not break through 89 points.
Part 3: Teacher Teaching Evaluation Program
In 20XX, our institute has made a new milestone based on the progress made in the past. In order to achieve the main work objectives of “more standardized management and more obvious benefits” in 20XX, strengthen and improve the evaluation of teaching work, introduce competition mechanism and democratic supervision mechanism, and directly link teachers' work performance with work treatment and continued employment. Formulate a teaching evaluation program centered on the "6-point" student evaluation.
First, the scope of teaching evaluation
Classroom teaching, practical teaching, and venue teaching.
Second, teaching evaluation methods
1. “6-point system” method for students to evaluate teaching.
Students participate in teaching evaluation, and the teacher's class salary scale is determined by the students' evaluation. It is a combination of institutionalization and humanization. The "6-point system" evaluates the teaching work as 6 grades, that is, 6 points, 5 points, 4 points, 3 points, 2 points, and 1 point difference.
Propaganda and launch. Students are the main body of the "6-point system" evaluation work. First of all, it is necessary to hold a student conference as a unit, publicize and interpret the "6-point system" students' evaluation methods, guide students to clear their purpose, meaning, correct attitude, conscientious and responsible, accurate and fair work.
, graded scores. The Supervisory Office of the College printed the "Statistical Table of Students' Evaluation of the "6-point System"", and all the students participated in it, and the grades were scored without a name. The evaluation projects are four major items: “teaching attitude”, “teaching ability”, “teaching method” and “teaching effect”. Under the major items, six small items are refined. The teaching attitude is mainly based on attendance, and it is included in the teaching behavior. There is no absenteeism and no illegal teaching behavior. It is good to score 6 points. In class 1 section, the minimum grade is 1 point. In addition to the penalty according to the regulations, the hourly wage is the lowest. If there are more than two kinds of violation teaching behaviors in the teaching attitude column, the lowest score is used to calculate the average score. Through careful thinking and recollection, the students determine the level of teaching in the class, and play “√” under the corresponding score column. Before the evaluation of the teaching, the management personnel responsible for the organization should organize the whole class students to seriously study the "6-point system" student evaluation project grade score description", to achieve an objective and fair identification level, earnest and accurate scores, put an end to The instructor is responsible for the irresponsible practice of high scores or low scores.
Each student calculates the average score of the four items of a teacher, and then the manager responsible for the organization calculates the average score of the teacher's evaluation of a teacher, which is the teacher's evaluation score in the class. Based on this average score, the Supervisory Office will rank each teacher's evaluation in a class. Use the "six-point system" level score, score 6 points according to the first name, 5 points in the second place... sixth, seventh, eighth, and nine-point scores of 1 point to assess the grade of a teacher in a class, Teaching in several classes, and then finding the average score of the grades of these classes, that is, the grade of the teacher's evaluation of a student. According to the decision of the college, 4 points is the first-class salary level, and 2-3.9 is divided into two. The salary level of the class is equal to 2, and the salary level is the third class hour. The supervision department calculates the average score of the two evaluations per month, and obtains the corresponding class hour salary that the teacher should enjoy in the current month.
Operational implementation. For the "6-point" student evaluation activities, the supervision department designed two sets of programs, one for computer operation and one for manual operation.
Computer operation refers to the preparation of the corresponding computer software, using the students to take the machine to operate, the data obtained directly into the computer of the supervision office, the staff of the supervision office to conduct summary statistics. At present, the Department of Computer Science of the College is working on the compilation of the “6-point” student evaluation and evaluation software, and strives to put it into use at the end of March.
Manual operation refers to the manual investigation and statistics before the completion of the completion of the computer software. The supervision department will jointly carry out the work with the departments, and the supervision department will collect statistics.
2 evaluations per month, each department is organized once, the college is organized once, and the supervision department collects statistics. Do it while implementing and summarizing and correcting in time.
2. Comprehensive evaluation of college teaching
Daily classroom teaching supervision and evaluation.
The Supervisory Office, the Academic Affairs Office and the Student Office jointly supervised the classroom teaching. Every day, every class was checked for classroom teaching. The student’s attendance rate, classroom discipline and teacher attendance, teaching behavior check records, and the supervision department’s daily statistics. All the departments are randomly selected to check one lesson every day, and the results of the random inspection are summarized in the supervision department. The results of the inspection are recorded one by one and used as the basis for the comprehensive evaluation of teaching work.
Regular teaching supervision and evaluation.
The Supervisory Office and the Academic Affairs Office regularly supervise regular teaching and teaching competitions and public classes such as teacher lectures, teaching plans, homework corrections, lectures, lectures, etc., not less than two times per semester. Among them, the teaching plan is written, the lectures are taught, and the teachings are graded. The results of the supervision are scored according to the “Quantification Rules for Teaching Evaluation”, which serves as the basis for the comprehensive evaluation of teaching work.
Information officer feedback system.
Each class is equipped with a student who studies seriously and has a strong sense of responsibility as a teaching information informant. It records the classroom teaching situation of the class in the past week, and reports the information record form to the supervision department every week. The supervision department collects statistics according to the weekly. Teaching situation information as the basis for comprehensive evaluation of teaching and timely collapse to relevant departments and personnel
Based on the above three parts of the evaluation conclusions, according to the "School semester work comprehensive quantitative evaluation statistics table" to calculate the full-term scores, according to the comprehensive evaluation accounted for 60%, "6-point system" students evaluation of 40% of the proportion of teaching work evaluation points As the main basis for measuring the level of teachers' teaching ability and re-employment.
According to the implementation situation, this program is revised and improved under the guidance of the hospital leadership.
Part 4: Teacher Teaching Evaluation Program
In order to implement the requirements of the province, city and county for the evaluation of school teaching, we will further strengthen the institutionalization, standardization and refinement of the teaching evaluation management of our school, and comprehensively improve the teaching quality of our school. This implementation plan is based on the arrangements of the Education Bureau and the specific conditions of the school.
First, the guiding ideology
In the compulsory education stage, the teaching evaluation is based on the full implementation of the party's education policy, the comprehensive implementation of quality education, the promotion and deepening of the curriculum reform, and the discovery, research, and solving the outstanding problems in the implementation of the new curriculum in schools and teachers. Summarize experience, find problems, work with frontline teachers to solve solutions to problems, and effectively improve the ability of schools and teachers to implement new courses.
Second, the main goal
1. Change the “score” and “student rate” as the only criteria for evaluating the teaching level, establish a teaching evaluation guidance system and evaluation index system with incentive, guidance, management and evaluation functions, and study the value, significance and value of teaching evaluation. Operational techniques make teaching assessment a conscious act of the school.
2. Promote independent learning and self-reflection of teachers, guide teachers to actively carry out teaching reforms, and continuously improve teachers' morality, professional quality and teaching ability. Improve teacher file management, establish teachers to carry out education and teaching, scientific research, etc., which can reflect the comprehensive level of business files of teachers.
3. Standardize the education and teaching behavior of teachers in the compulsory education stage, strengthen the construction and innovation of teaching management and school-based training system, ensure the effective implementation of the new curriculum, and improve the management level of the school.
4. Strengthen the management and guidance of teachers on the implementation of new curriculum, teacher professional development, teaching research, promote the balanced development of teaching levels between disciplines and teachers, and continuously improve the quality of education in our school.
Third, the basic principles
1. Combination of guidance and evaluation. The assessment of the compulsory education stage aims to promote the development of teachers and achieve the development of the school, with guidance as the mainstay, assessment as a supplement, and emphasis on the process. It is necessary to gradually change the teaching evaluation into a management process, to achieve post-training guidance, post-instruction evaluation, improvement in evaluation, and continuous summarization of experience, so that school evaluation work becomes a norm.
2. Self-evaluation combined with his evaluation. The evaluation of compulsory education stage adopts overall planning, segmentation implementation, self-assessment and his evaluation, and self-assessment of the main evaluation mechanism, establish a school evaluation system, and develop a teaching evaluation method that is conducive to the development of schools and teachers and is easy to operate. And programs to standardize, normalize, and institutionalize teaching evaluation.
3. Combination of norms and innovation. Using advanced educational concepts and scientific methods to construct a teaching evaluation index system that conforms to the law of education and conforms to the actual situation of the school, standardizes the education and teaching management and teaching behaviors of the compulsory education stage, guides teachers to change their concepts, change educational behaviors, and consciously carry out teaching reforms. Innovative practice activities.
4. Combination of grade and quantity. The assessment of compulsory education stage adopts the evaluation method of grade evaluation and quantitative evaluation, and realizes the authenticity and difference of the evaluation results under the same index through the specific content of different grade standards, and does not make a one-size-fits-all approach. Through quantitative evaluation, it reflects the scientific and developmental level of teaching evaluation.
Fourth, the standard content
The teaching evaluation criteria are divided into the teacher teaching evaluation and the school teaching management evaluation in the compulsory education stage. The teaching evaluation criteria are evaluated according to the “Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province” and “Grade Standards for Teaching Evaluation of Compulsory Education in Hebei Province”.
1. Teacher teaching evaluation standards, including four first-level indicators and 20 second-level indicators such as professional ethics, professional level, professional development and classroom teaching.
Professional ethics is divided into two secondary indicators: love and dedication, and a teacher.
The professional level is divided into five secondary indicators: academic qualifications, teaching skills, teaching ability, homework guidance, and teaching quality.
Professional development is divided into six secondary indicators: lifelong learning, changing ideas, reflective communication, research actions, research capabilities, and innovation results.
Classroom teaching is divided into seven secondary indicators: instructional design, teaching technology, teaching anti-corrosion, learning environment, classroom regulation, process evaluation, and teaching effects.
Each secondary indicator is divided into three levels: A, B, and C.
2, school teaching evaluation standards, including teaching management, curriculum management, teaching conditions, school-based training and evaluation research five first-level indicators and 22 second-level indicators.
Teaching management is divided into five secondary indicators: management ability, course objectives, management mechanism, educational management and student management.
The course management is divided into three secondary indicators: implementation plan, course implementation, and course evaluation.
The teaching conditions are divided into four secondary indicators: teacher team, funding guarantee, teaching facilities, and teaching materials.
School-based training is divided into five secondary indicators: training planning, organizational construction, system construction, teaching research, and thematic research.
The evaluation study is divided into five secondary indicators: teaching survey, teacher evaluation, student evaluation, proposition research, and quality evaluation.
Each secondary indicator is divided into two levels of A and B.
Fifth, the organization and implementation
The teacher's teaching assessment is organized and implemented by the school at least once per semester.
1. The teacher conducts a self-assessment with reference to the “Grade Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province”.
2. The school determines the level of teacher evaluation based on classroom observations, grade groups, parents, and student evaluation opinions.
3. The teacher's teaching evaluation level is stored in the teacher performance appraisal file, which is an important basis for teacher appointment and professional development assessment.
School teaching evaluation is conducted by the school teaching evaluation leading group
1. The school teaching evaluation leading group conducts self-evaluation against the “Grade Standards for Teaching Evaluation of Compulsory Education in Hebei Province”.
2. The school teaching evaluation leading group will inform the faculty and staff representatives of the self-evaluation results of the school teaching and discuss it, and finally determine the level of school teaching evaluation.
3. The school teaching evaluation leading group writes a self-examination report of the school teaching evaluation based on the results of self-evaluation and the evaluation level.
Six, method program
1. The main target of school teaching evaluation is the classroom teacher.
2. Teaching evaluation is mainly carried out by consulting teachers' relevant materials, classroom observations, interviews, etc.
3. When the same person is assessed and there is a significant difference, it may be re-evaluated in the form of lectures or seminars. The evaluation results are determined by the relevant personnel with reference to the re-evaluation results.
4. The teacher's teaching evaluation results are feedback from the supervisor or the principal to the teacher.
Seven, the results of the determination
The evaluation of teachers in compulsory education is divided into four levels: excellent, good, average and poor. The specific scores are: excellent - 90 points or more; good - 89 points to 70 points; general - 69 points to 40 points; poor - - 39 points or less.
To look at the evaluation results from a development perspective, we must combine the teaching evaluation work to find out outstanding problems in teaching management, teacher development, teaching practice, etc., reflect on and analyze the causes of the problems, study and explore methods and measures to solve the problems, and formulate the next time. The goal of teaching assessment.
Eight, leadership management
1. Unify thinking, improve understanding, and improve institutions
The Education Department, the Municipal and County Education Bureau of Hebei Province carried out the evaluation and examination of the compulsory education stage, which is an important measure to promote the basic education reform to develop in depth, improve the professional level of teachers, enhance the ability of schools to build new courses, and comprehensively deepen quality education. The school should take this inspection as an opportunity, strictly follow the inspection standards, arrange the deployment of internal inspection work, implement responsibility, improve the mechanism, make the school teaching management work more normal, standardized, institutionalized, and lay a new foundation for improving the comprehensive competitiveness of the school. Development basis. In order to ensure the smooth progress of the work, the school set up a teaching leadership group, specifically responsible for this work. The evaluation leading group is responsible for archiving, data statistics, etc., and forms an evaluation report.
2. Strengthening the evaluation of teachers in compulsory education is an important measure to deepen education reform, improve the quality of education, and promote the balanced development of schools. Schools should incorporate teaching evaluation into the management of regular education and teaching, and establish an effective teaching evaluation mechanism that is in line with the actual situation of the school.
3. Establish a teacher's teaching evaluation and recognition, reward and punishment system.
Part V: Teacher Teaching Evaluation Program
Teaching work is an important part of school work, and it is the basic way to cultivate talents and achieve educational goals. It has the most comprehensive impact on the development of students and has the greatest impact on the quality of school education. It is one of the important foundations for the work of higher authorities and social evaluation schools. The teacher evaluation is aimed at promoting the comprehensive improvement and improvement of the school teaching work, making the school teaching management institutionalized, standardized and scientific, and promoting the development of teaching reform. At the same time, it is also to objectively quantitatively evaluate the teachers' fair teaching work, to create a competitive atmosphere, mobilize the enthusiasm of teachers to participate in teaching, and build a team of high-quality teachers who can undertake the task of quality education, according to the compulsory education stage in the harbor area. Evaluate the archives spirit of the implementation plan and combine this with the actual situation of the school.
First, the guiding ideology
To fully implement the Party's educational policy, comprehensively implement quality education, and promote and deepen curriculum reform; to discover, study, and solve problems arising from the implementation of new curriculum in schools and teachers; to improve teaching management and improve teaching quality The ultimate goal is to run a satisfactory education for the people.
Second, the principle of evaluation:
1. The principle of directionality. Under the guidance of the party's educational policy, quality education, and innovative education theory, it is necessary to improve the teaching work and promote the in-depth reform of education, in line with the education and teaching objectives of talents and qualified personnel for the country. The evaluation criteria are determined according to the requirements of the teaching plan and the syllabus to ensure the correct direction of the assessment.
2. Scientific principles. The evaluation of teachers' teaching must be based on science. It must have sufficient scientific basis, scientific attitude and scientific methods. It should follow the teaching principles and rules according to the "Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province" and follow the basic requirements of the school. To implement and grasp the teaching evaluation.
3. The principle of objectivity. Through the teacher self-evaluation, student and parent evaluation and evaluation team evaluation, the teacher will be given an objective and fair evaluation. The school evaluation should refer to the “Standards for School Teaching Evaluation in the 20XX-20XX School Year of the Compulsory Education Stage in the Harbour Area” and the “County Teaching in the Compulsory Education Stage of Hebei Province”. The evaluation criteria are realistic and the corresponding indicators and grades are evaluated.
Third, the assessment preparation work
Set up an assessment team
Team leader: An Zhenmei
Deputy leader: Zhang Li Wang Yanqi
Member: Yang Dongmei Wang Jing Wang Yajun Zhang Xujiang Wang Yan Hu Hailing Zhang Jinyan Jiang Yinhua
學習《河北省義務教育階段教師教學評估標準》、《海港區義務教育階段20XX-20XX學年度學校教學評估標準》、《河北省義務教育階段縣域教學評估標準》。
Fourth, the evaluation method and program
Teacher evaluation
1. Teacher self-evaluation
The teacher conducts a self-level assessment according to the "Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province".填寫《海港區義務教育階段20XX-20XX學年度教師評估報告書》完成自評及總結。 The self-assessment results are recorded in the “Teacher Assessment” total score of 10%.
2. Student and parent evaluation
評價採用區統一制定的《海港區義務教育階段20XX-20XX學年度教師教學評估學生、家長評分表》由學校統一組織進行。 The number of students and parents participating in the evaluation is not less than 50% and 20% of the total number of students in the class. When the evaluation form is issued, the teacher's avoidance method is adopted to achieve the authenticity of the evaluation. The feedback results of the “Scoring Form” are filled in the teacher self-assessment report, and the score sheet is archived in time. The evaluation results are each credited to the “Teacher Assessment” by 10%.
3. Evaluation of the school evaluation team
The evaluation team members evaluate the teachers according to the evaluation criteria and fill in the teacher self-assessment report.評估結果按70%的權重記入“教師教學評估”總分。
4. The results of the comprehensive evaluation
The school evaluation team shall calculate the scores of the above four evaluations according to the corresponding weights, determine the final evaluation score of each teacher, and determine the corresponding level.填寫《海港區義務教育階段2010-2010學年度教師教學評估匯總表》，完成《海港區義務教育階段20XX-20XX學年度教師教學評估情況一覽表》。
Teacher evaluation results are divided into four levels: excellent, good, average, and poor. The specific scores are: excellent --- 90 points or more; good --- 89 to 70 points; general --- 69 to 40 points; worse --- 39 points or less.
The form information generated in the above evaluation process must be deposited in the teacher semester or the performance appraisal file of the current year as an important basis for teacher appointment and professional development assessment.
School teaching evaluation
1. School self-evaluation
學校根據《海港區義務教育階段20XX-20XX學年度學校教學評估標準》自評，撰寫《海港區義務教育階段學校教學評估匯報材料》，填寫《海港區義務教育階段20XX-20XX學年度學校教學評估報告書》。
2. District-level final evaluation
The assessment is organized by the district assessment team in accordance with provincial assessment criteria. Through classroom observation, access to materials, teachers and student interviews, the school comprehensively evaluates the completion of important indicators such as teaching management, teacher professional development, and school teaching quality, and evaluates the classroom teaching of teachers of different levels and different levels. Finally, the school Make a comprehensive evaluation. The program is:
First, determine the sampling assessment teacher.按《海港區義務教育階段20XX-20XX學年度教師教學評估情況一覽表》，隨機抽取每校每學科2-3教師，語文、數學、英文、品德、科學、信息、綜合、校本、音樂、美術、體育。
Second, classroom observation. Listen to the normal class of the teacher who was drawn, and the teachers of the subject teaching and research group participated in the lecture.
Third, participate in the disciplinary teaching and research activities of the teachers, after-school interviews and dialogues.
第四、查閱資料。
第五、學生個別訪談。
Sixth, evaluation feedback.
Seventh, the results are reported.
The school will regard this teaching evaluation as a review of teaching work, and do a good job in school evaluation, find the focus of the work, clarify the results, find the gap, and lay the foundation for the next step.
In order to explore the new system and new model of teacher teaching evaluation in our school, improve the overall quality of our school teachers, create quality teachers, improve teaching quality, and achieve the goal of “premium school”, this plan is specially formulated.
First, the guiding ideology
Guided by the modern concept of teacher development, with the aim of promoting the professional development of teachers, the establishment of an evaluation mechanism to promote teachers' continuous improvement, and the establishment of an evaluation system in which teachers are judged by the principals, principals, teachers, students and parents, and give full play to the evaluation. The functions of orientation, diagnosis, motivation, reflection, improvement and development enable teachers to obtain information from various channels, objectively evaluate and deepen their own work, promote the continuous improvement and development of teachers' professional level, and continuously improve the quality of teaching.
Second, the principle of evaluation
The principle of development: evaluation should reflect the current development trend of education, reflect the modern concept of teaching, take the development of teachers as the basis, "focus on the process, focus on development", not only the results, but also the process, the teacher's daily teaching work as an evaluation The key points are to enable teachers at different levels to develop on the basis of the original requirements in meeting the requirements of the school, completing the tasks of education and teaching, realizing their own professional development plans, and meeting the development needs of students.
The principle of hierarchy: the evaluation should reflect the hierarchy, reflect the promotion, “consider the level and stratification requirements”, and propose different levels of requirements for new teachers, qualified teachers, mature teachers, backbone teachers, and academic leaders to promote teachers at different levels. The professional competence has been continuously developed and improved.
The principle of autonomy: Teacher labor has individual characteristics. The main body of teacher development is teachers. Only when they develop according to their own interests, specialties, characteristics, and ways of thinking can they develop effectively. The evaluation should "respect the differences, respect the characteristics, respect the innovation", fully respect the teacher's main position, and let the teachers fully exercise the right of "plan independence, develop independence, and evaluate independence", tap the potential of teachers' own development, and develop development time and space. The initiative and creativity of teacher development continuously improve teachers' self-reflection, self-improvement and self-development.
Incentive Principle: Everyone needs motivation. Incentives can make people rise, and they can make people's success from small success to great success. Evaluation should focus on “promoting and paying attention to motivation”, change the evaluation method that only pays attention to horizontal comparison in the past, pay attention to the vertical comparison of teachers' own development, and encourage teachers to continuously obtain successful experiences at different stages and different basic situations to form self. The driving force for development.
The principle of impartiality: Only a fair evaluation of teachers recognizes that only a fair evaluation can mobilize the enthusiasm of all teachers. The evaluation should be "seeking truth from facts, being objective and fair" and be open, fair and equitable.
Third, the method of evaluation
Self-evaluation: Teacher self-evaluation is the core of developmental teacher evaluation. It refers to the process of self-recognition and self-analysis by teachers to achieve self-improvement. Teacher self-evaluation requires teachers to have a certain self-recognition ability, including their own teaching work, professional level, interpersonal relationship and other aspects of quality and ability, especially to fully recognize the deficiencies of arrogance And the problems in the work; then, also need to have a certain self-analysis ability, analyze their own deficiencies and the reasons for the problems; finally it is possible to find ways to achieve self-improvement. For the school, the first is to educate teachers on self-evaluation, establish a correct self-evaluation concept, create a supportive self-evaluation atmosphere for teachers; second, develop an operable teacher self-evaluation indicator system; third, pay attention to teachers' self-evaluation The results are evaluated; the fourth is to use the self-evaluation results with caution, not directly linked to rewards and punishments; the fifth is to combine with his evaluation to promote the improvement of teachers' reflective ability. The self-evaluation methods to be adopted by the school are as follows: (1) the teacher evaluates according to the content of the evaluation by writing self-reflection; (2) the school designs relevant forms and data that are beneficial to the teacher's overall development according to the evaluation content, and allows the teacher to self-evaluate; (3) by writing a teaching diary And staged work summary and other methods for evaluation. In short, in self-evaluation, teachers should establish a correct self-evaluation concept and have certain self-evaluation ability. Schools should give guidance and encouragement from many aspects, and strengthen the management of self-evaluation work to prevent over- or over-evaluation in the process of self-evaluation. Low evaluations affect the adverse effects of work mood.
Student and parent evaluation: Students and parents are two groups that cannot be ignored in school education. Establishing teacher evaluations in which students and parents participate is an important part of the evaluation of new curriculum development teachers. It aims to help teachers obtain information from various channels and continuously improve their teaching level.
1. Students participate in teacher evaluation
As the object of education, students are the direct participants of teachers' education and teaching activities. They have the most direct feelings and judgments on teachers' education and teaching activities. Secondly, the ultimate goal of education is to promote the all-round development of students. Therefore, students' participation in teacher evaluation is a right that students should have. In addition, students' participation in teacher evaluation can enhance the monitoring of teacher education and teaching activities, and help to promote the formation of teachers' reflective habits and the improvement of reflective ability.
Students are involved in two concerns about teacher evaluation. The first is whether the students tell the truth. Since teachers have the right to exercise rewards and punishments for students, coupled with the influence of the concept of “dignity of teachers and teachers” in traditional thinking, all students may not dare to tell the truth because of the negative consequences caused by teacher evaluation, especially in the face of teachers. When there are problems. The second is whether the evaluation of students is objective. Because students are limited by age and knowledge, firstly, the understanding of teachers is not comprehensive, and it may lead to the evaluation of “blind people's imagery.” Second, they cannot see the essence through the phenomenon, they cannot understand the teachers' good intentions, and “good” is rated as “good”. Bad". These cast doubt on the objectivity of the teacher's participation in the teacher evaluation. Some teachers are worried that those "stabbing" students will use this to vent their dissatisfaction, attack teachers and make unreasonable opinions.
The countermeasures that our school intends to adopt in the student evaluation of teachers. One is to trust students. Teachers must first believe that students are friendly and capable. I believe that their participation in teacher evaluation can help promote their own development. Guided by this positive attitude, the message of trust is passed on to students in a sincere, open and democratic manner, thus guiding students to participate in teacher evaluation in an objective, fair, and responsible manner. Teachers should be aware that regardless of whether students are given the opportunity to participate in teacher evaluation, students' judgments and evaluations of teachers are objective, and their opinions may be reflected from different channels and in different ways at any time. Instead of this, it is better to use a method of teacher evaluation to guide students' opinions to promote such a healthy and positive direction, and to promote the development of teachers in a virtuous circle. The second is to analyze the evaluation results and cherish the opportunity. Teachers should correct their mentality, analyze the evaluation results, face the problems, and not entangle in the fairness of the results. What really needs to be reflected is the education, teaching thoughts, behaviors and methods hidden behind these problems. Level of needs to consider where their education and teaching needs improvement. Teachers should cherish such an opportunity to communicate directly with students, achieve mutual understanding, clarify misunderstandings and solve problems in mutual understanding, win more respect, support and trust from students, and carry out education and teaching work more effectively. The third is to comprehensively analyze the multi-party information and not to draw conclusions. First, the results of multiple evaluations are handled in a fair manner. Students are not sacrificed at the expense of teachers, nor are they refusing to accept the opinions of teachers. The second is to comprehensively analyze the information from various channels, give students the right to explain and explain, give the teacher the right to interpret and appeal, and carefully draw conclusions. The fourth is to guide students. Conduct necessary and scientific guidance for students before they participate in teacher evaluation, such as helping students understand the purpose and content of participating in teacher evaluation, familiarizing with the process and procedures of teacher evaluation, and how to use teacher evaluation tools or techniques.
The method of student evaluation that the school intends to adopt. (1) Class cadres evaluate teachers; (2) Class representatives evaluate teachers; (3) evaluate teachers through letters and visits; (4) evaluate teachers by issuing “student evaluation forms”.
2. Parents participate in teacher evaluation
Parents, as parents of students and investors in education, are naturally concerned about the development of students and what kind of education they have received. At the same time, promoting home-school collaboration is also an important responsibility of school education. Therefore, parents evaluate teachers: on the one hand, the rights that parents should have; on the other hand, it is also an effective way to encourage parents to understand teachers and form a synergy between home and school education.
The methods that parents intend to participate in teacher evaluation are: (1) class parent committee evaluates teachers; (2) parents are asked to evaluate the teacher's education and teaching work on “Parent Open Day”, the main content is to ask parents to attend the school to listen to teachers. After class, directly make a self-evaluation of each teacher's classroom teaching; (3) sincerely invite parents to evaluate the teacher's education and teaching work at the parent meeting; (4) set up a “parent mailbox”, by letter, visit, telephone, network The road evaluates the teacher; (5) evaluates the teacher by issuing a “parent evaluation form”.
When students and parents participate in the evaluation of teachers, they must do a good job of explaining the work beforehand, and do a good job of checking the work afterwards to prevent the evaluation of teachers by false evaluation.
Colleague evaluation: refers to mutual evaluation between teachers. The method of evaluation of colleagues to be adopted by the school is to evaluate the political thoughts, business level, work attitude, and work performance of colleagues through the issuance of “colleague evaluation form”, such as: obeying the teaching routine, the quality of the subject report, and the research of small subjects. Evaluation of the quality of the lectures and the quality of the study report. The purpose of the evaluation of colleagues is to find out the advantages and disadvantages of the evaluation objects, so as to learn from each other's strengths, learn from each other, and improve together, and avoid conflicts in the evaluation. In order to truly make an objective, reasonable and valuable evaluation and avoid the friction or contradiction between teachers, the evaluation results are not directly linked to the teachers' various interests and reputations.
The evaluation of teachers by schools or managers: refers to the evaluation of teachers by the party, government, industry, or association, or school administration. The evaluation of school administration, first, the school administration through the various inspections, listening to the door, listening to the subject research report class, verifying the report and other work, collecting teacher information, according to the evaluation system, to make appropriate for each teacher of the school The evaluation is based on the quantification of the final evaluation; the second is to continuously discover talents, build a platform for the development of excellent teachers, and promote their development to a higher level; the third is to help teachers with certain problems and promote their original The foundation has developed.
Fourth, the organizational leadership of the evaluation
Leader: Principal. Responsible for the comprehensive work of evaluation, reviewing the evaluation plan, deploying the evaluation work, and constantly improving the evaluation plan in practice.
Deputy leader: Vice President. Assist the principal to do the evaluation work, be responsible for the formulation of the evaluation plan, amend the plan according to the principal's opinions, and implement the evaluation work.
Members: Dean of teaching, deputy director, director of the teaching department, deputy director, general manager, deputy director, teaching and research team leader. Responsible for the specific work of the evaluation.
The secretary of the Party branch, the chairman of the labor union, the director of the workers' congress, and the secretary of the regiment branch are responsible for the supervision and verification of the evaluation.
The right to interpret this program is in the school and the executive has no right to change the content and criteria of the assessment. In the implementation, if there are provisions, indicators, and unreasonable and unscientific weights, submit to the joint meeting of the party, government, industry, and league to discuss the revision and implementation.
Part 2: Teacher Teaching Evaluation Program
To actively implement the education law, comprehensively implement the party's education policy, promote curriculum reform, improve the quality of education and teaching, promote the continuous development of teachers themselves, fully mobilize the enthusiasm of teachers, and achieve scientific evaluation of teachers' teaching, according to the education of Gaobeidian City. The Bureau's guidance on the evaluation of teachers' teaching in the compulsory education stage, combined with the actual situation of our school, specially formulated this implementation plan, the specific contents are as follows:
First, the teacher evaluation team leading group:
Group leader: Gao Jincheng
Deputy leader: Wu Zhenping
Member: Li Changquan Chen Qiuyue Zhang Guanhua
Yang Guosheng
Second, the principle of teaching evaluation
Teachers' teaching evaluation adheres to the principle of directionality and objectivity, the principle of combining self-evaluation with others' evaluation, the principle of combining norms and innovation, and the principle of combining levels with quantitative.
Third, the evaluation content
The evaluation content is divided into four parts: professional ethics, professional level, professional development, and classroom teaching.
Professional ethics
1, love and dedication
I love education, cherish my own jobs, and care for students to actively participate in various activities of the school. They can complete the tasks assigned by the school on time and in quantity, and they are full of work, score 7% according to the actual assessment, and fail to fulfill their duties. I did not complete my teaching tasks on time and according to the amount, calculated by subtracting 0.1 points for each lesson; no full time, 0.5 points for the day off, 0.5 points for sick days, 1 point for one day, 1 for late arrivals. Points until the score is deducted.
2, for the teacher
The instrument is dignified, civilized, has a healthy mentality, is willing to sacrifice, obeys the law and abides by the law, takes the lead in the standard, the actual assessment score of the teacher is 3%, and the violation is reduced by 0.5, until the score is reduced.
Professional level
1. Academic qualifications
The qualifications of the junior college teachers are above the college degree, which is lower than the two points of junior college.
2, teaching skills
Mandarin is up to standard, and can be taught in Mandarin. The board is neat and tidy, and the Chinese characters are standardized. It can produce simple teaching aids and courseware. It can use modern information technology such as the Internet to obtain teaching resources for learning and research.
3. Teaching ability
The teaching language is clear, accurate, concise, and has certain appeal; understanding the psychological characteristics, knowledge, and ability of students; having the ability to predict and diagnose learning difficulties; and having guidance on experimental activities, practical activities, and innovative activities for students. ability.
4, homework guidance
The selection of assignments is highly targeted, difficult and appropriate, and the quantity is reasonable. The internal and external operations can be corrected in time, and the records are revised, the date is revised, and the guidance is used.
5, teaching quality
At the end of the teaching period, the student's scores in the school year are greater than or equal to the average level of the same grade in the same grade of the township, which is lower than the average level of the same grade in the same grade by 0.5 points until the score is reduced.
Professional development
1, lifelong learning
Have the desire to learn independently, improve themselves, have good habits of writing study notes and experience; can collect and organize related information, can actively participate in various learning, training, training organized by the school as required, and regularly complete the regulations of the school and the education bureau. Learn the bibliography.
2, change the concept
Establish a new concept of curriculum, attach importance to the integration, development and utilization of textbook content; transform traditional teaching concepts, promote learning methods of autonomy, cooperation and inquiry, embody teacher-student interaction; establish a new concept of students, treat students with development, pay attention to Students' overall development, respect each student, and teach students in accordance with their aptitude.
3. Reflective communication
Reflecting on the individual's teaching concepts and behaviors, actively and actively communicate and communicate with students, parents, colleagues, and school leaders; can reflect on their educational concepts and teaching behaviors through students' classroom learning activities, homework and knowledge examinations. Two sessions a week, contact with the actual teaching, take the initiative to reform the teaching methods, and the teaching level is constantly improving.
4. Research actions
Actively participate in school-based teaching and research activities, play a leading role in collective lesson preparation, teaching and research group activities; can find problems in classroom teaching, have their own opinions on the causes of problems, can propose improvement suggestions, and conduct follow-up research; have teaching research, summary The results of the text, the professional level continues to improve. Each semester's demonstration class at the school level helps more than two students with difficulty in each semester, which significantly improves their performance.
5. Research ability
Hosted the development and implementation of a school-based curriculum; presided over the school's school-based teaching research theme or provided case studies for research activities.
6. Innovation results
Instruct students to practice innovations and win city-level awards or win municipal-level teaching achievement awards.
Classroom teaching
1. Instructional design
The teaching materials are thoroughly researched, accurately grasp the teaching objectives; clarify the intent of textbook writing, make full use of teaching materials and internal and external learning resources to design teaching plans, and do a good job of teaching presupposition; the breakthrough of teaching focus should be designed in detail, especially students The mode of activity, the display of teaching resources should be fully pre-set, and the examples and exercises used should be selected.
2, teaching technology
With technology as the teaching service as its purpose, according to the needs of teaching activities, scientific and rational use of modern educational technology means; can inherit simple and practical traditional teaching methods.
3, teaching methods
In line with the requirements of classroom teaching democratization, students' independent learning, and independent development, the choice of teaching methods is conducive to the realization of classroom teaching objectives; efforts to provide students with hands-on practice, independent exploration, independent thinking, cooperation and exchange of space. Can lead to student interest, students think positively and explore boldly.
4. Learning environment
Teachers treat students equally, have a friendly attitude, and can mobilize students' interest in learning activities in a variety of ways; they can demonstrate the charm of knowledge itself, be good at creating a learning environment with students, and provide opportunities for discussion, questioning, inquiry, cooperation, and communication. Teachers can present questions with high thinking value in a timely manner, the classroom atmosphere is active, and the teachers and students interact harmoniously.
5, classroom regulation
The teaching activities can be organized according to the teaching design, and the classroom activities can be effectively quoted around the teaching objectives, so that they can be opened and closed; and the teaching presets can be corrected in time according to the specific teaching situation. Can discover and utilize the curriculum resources generated in the classroom, innovate teaching activities, and promote student development, teachers and students. Can properly handle and skillfully use classroom emergencies.
6, process evaluation
The process evaluation is timely and accurate. It can be evaluated through the classroom teaching process, get timely feedback information, guide and regulate teaching activities; find problems and correct them in time. Can use a variety of personalized evaluation methods to stimulate students' interest and self-confidence, and guide students to innovation and practice.
7, teaching effect
Students actively participate in learning activities; form and master the knowledge and skills learned; through learning activities to form a correct understanding of personal and social issues.
Third, evaluation methods, steps
The teacher's teaching evaluation is carried out by means of grade evaluation and quantitative evaluation results, and is organized and implemented by the school. Once every school year, each teacher first conducts self-level evaluation according to the evaluation criteria. Then, the teacher's mutual evaluation, student assessment, and school evaluation team assessment determine the teacher's teaching evaluation level. Finally, conversion to a score gives the teacher a school-level evaluation. The teacher's “teaching evaluation grade weight” table is stored in each teacher's file as an important basis for the teacher's professional development assessment.
Fourth, the results of the determination
Teacher evaluation is divided into four levels: excellent, good, average, and unqualified. The specific score is: excellent 90 points or more; good 70-89 points; generally 40-69 points; unqualified 39 points or less.
The number of outstanding people does not exceed 20% of the total number of teachers in the school.
bonus:
1. Teachers who receive city-level honors add 2 points, and teachers who receive town-level honors add 1 point. ;
2. The class teacher adds 5 points.
Note: Teachers who enter the excellent column do not break through 99 points, and teachers who enter the qualified column do not break through 89 points.
Part 3: Teacher Teaching Evaluation Program
In 20XX, our institute has made a new milestone based on the progress made in the past. In order to achieve the main work objectives of “more standardized management and more obvious benefits” in 20XX, strengthen and improve the evaluation of teaching work, introduce competition mechanism and democratic supervision mechanism, and directly link teachers' work performance with work treatment and continued employment. Formulate a teaching evaluation program centered on the "6-point" student evaluation.
First, the scope of teaching evaluation
Classroom teaching, practical teaching, and venue teaching.
Second, teaching evaluation methods
1. “6-point system” method for students to evaluate teaching.
Students participate in teaching evaluation, and the teacher's class salary scale is determined by the students' evaluation. It is a combination of institutionalization and humanization. The "6-point system" evaluates the teaching work as 6 grades, that is, 6 points, 5 points, 4 points, 3 points, 2 points, and 1 point difference.
Propaganda and launch. Students are the main body of the "6-point system" evaluation work. First of all, it is necessary to hold a student conference as a unit, publicize and interpret the "6-point system" students' evaluation methods, guide students to clear their purpose, meaning, correct attitude, conscientious and responsible, accurate and fair work.
, graded scores. The Supervisory Office of the College printed the "Statistical Table of Students' Evaluation of the "6-point System"", and all the students participated in it, and the grades were scored without a name. The evaluation projects are four major items: “teaching attitude”, “teaching ability”, “teaching method” and “teaching effect”. Under the major items, six small items are refined. The teaching attitude is mainly based on attendance, and it is included in the teaching behavior. There is no absenteeism and no illegal teaching behavior. It is good to score 6 points. In class 1 section, the minimum grade is 1 point. In addition to the penalty according to the regulations, the hourly wage is the lowest. If there are more than two kinds of violation teaching behaviors in the teaching attitude column, the lowest score is used to calculate the average score. Through careful thinking and recollection, the students determine the level of teaching in the class, and play “√” under the corresponding score column. Before the evaluation of the teaching, the management personnel responsible for the organization should organize the whole class students to seriously study the "6-point system" student evaluation project grade score description", to achieve an objective and fair identification level, earnest and accurate scores, put an end to The instructor is responsible for the irresponsible practice of high scores or low scores.
Each student calculates the average score of the four items of a teacher, and then the manager responsible for the organization calculates the average score of the teacher's evaluation of a teacher, which is the teacher's evaluation score in the class. Based on this average score, the Supervisory Office will rank each teacher's evaluation in a class. Use the "six-point system" level score, score 6 points according to the first name, 5 points in the second place... sixth, seventh, eighth, and nine-point scores of 1 point to assess the grade of a teacher in a class, Teaching in several classes, and then finding the average score of the grades of these classes, that is, the grade of the teacher's evaluation of a student. According to the decision of the college, 4 points is the first-class salary level, and 2-3.9 is divided into two. The salary level of the class is equal to 2, and the salary level is the third class hour. The supervision department calculates the average score of the two evaluations per month, and obtains the corresponding class hour salary that the teacher should enjoy in the current month.
Operational implementation. For the "6-point" student evaluation activities, the supervision department designed two sets of programs, one for computer operation and one for manual operation.
Computer operation refers to the preparation of the corresponding computer software, using the students to take the machine to operate, the data obtained directly into the computer of the supervision office, the staff of the supervision office to conduct summary statistics. At present, the Department of Computer Science of the College is working on the compilation of the “6-point” student evaluation and evaluation software, and strives to put it into use at the end of March.
Manual operation refers to the manual investigation and statistics before the completion of the completion of the computer software. The supervision department will jointly carry out the work with the departments, and the supervision department will collect statistics.
2 evaluations per month, each department is organized once, the college is organized once, and the supervision department collects statistics. Do it while implementing and summarizing and correcting in time.
2. Comprehensive evaluation of college teaching
Daily classroom teaching supervision and evaluation.
The Supervisory Office, the Academic Affairs Office and the Student Office jointly supervised the classroom teaching. Every day, every class was checked for classroom teaching. The student’s attendance rate, classroom discipline and teacher attendance, teaching behavior check records, and the supervision department’s daily statistics. All the departments are randomly selected to check one lesson every day, and the results of the random inspection are summarized in the supervision department. The results of the inspection are recorded one by one and used as the basis for the comprehensive evaluation of teaching work.
Regular teaching supervision and evaluation.
The Supervisory Office and the Academic Affairs Office regularly supervise regular teaching and teaching competitions and public classes such as teacher lectures, teaching plans, homework corrections, lectures, lectures, etc., not less than two times per semester. Among them, the teaching plan is written, the lectures are taught, and the teachings are graded. The results of the supervision are scored according to the “Quantification Rules for Teaching Evaluation”, which serves as the basis for the comprehensive evaluation of teaching work.
Information officer feedback system.
Each class is equipped with a student who studies seriously and has a strong sense of responsibility as a teaching information informant. It records the classroom teaching situation of the class in the past week, and reports the information record form to the supervision department every week. The supervision department collects statistics according to the weekly. Teaching situation information as the basis for comprehensive evaluation of teaching and timely collapse to relevant departments and personnel
Based on the above three parts of the evaluation conclusions, according to the "School semester work comprehensive quantitative evaluation statistics table" to calculate the full-term scores, according to the comprehensive evaluation accounted for 60%, "6-point system" students evaluation of 40% of the proportion of teaching work evaluation points As the main basis for measuring the level of teachers' teaching ability and re-employment.
According to the implementation situation, this program is revised and improved under the guidance of the hospital leadership.
Part 4: Teacher Teaching Evaluation Program
In order to implement the requirements of the province, city and county for the evaluation of school teaching, we will further strengthen the institutionalization, standardization and refinement of the teaching evaluation management of our school, and comprehensively improve the teaching quality of our school. This implementation plan is based on the arrangements of the Education Bureau and the specific conditions of the school.
First, the guiding ideology
In the compulsory education stage, the teaching evaluation is based on the full implementation of the party's education policy, the comprehensive implementation of quality education, the promotion and deepening of the curriculum reform, and the discovery, research, and solving the outstanding problems in the implementation of the new curriculum in schools and teachers. Summarize experience, find problems, work with frontline teachers to solve solutions to problems, and effectively improve the ability of schools and teachers to implement new courses.
Second, the main goal
1. Change the “score” and “student rate” as the only criteria for evaluating the teaching level, establish a teaching evaluation guidance system and evaluation index system with incentive, guidance, management and evaluation functions, and study the value, significance and value of teaching evaluation. Operational techniques make teaching assessment a conscious act of the school.
2. Promote independent learning and self-reflection of teachers, guide teachers to actively carry out teaching reforms, and continuously improve teachers' morality, professional quality and teaching ability. Improve teacher file management, establish teachers to carry out education and teaching, scientific research, etc., which can reflect the comprehensive level of business files of teachers.
3. Standardize the education and teaching behavior of teachers in the compulsory education stage, strengthen the construction and innovation of teaching management and school-based training system, ensure the effective implementation of the new curriculum, and improve the management level of the school.
4. Strengthen the management and guidance of teachers on the implementation of new curriculum, teacher professional development, teaching research, promote the balanced development of teaching levels between disciplines and teachers, and continuously improve the quality of education in our school.
Third, the basic principles
1. Combination of guidance and evaluation. The assessment of the compulsory education stage aims to promote the development of teachers and achieve the development of the school, with guidance as the mainstay, assessment as a supplement, and emphasis on the process. It is necessary to gradually change the teaching evaluation into a management process, to achieve post-training guidance, post-instruction evaluation, improvement in evaluation, and continuous summarization of experience, so that school evaluation work becomes a norm.
2. Self-evaluation combined with his evaluation. The evaluation of compulsory education stage adopts overall planning, segmentation implementation, self-assessment and his evaluation, and self-assessment of the main evaluation mechanism, establish a school evaluation system, and develop a teaching evaluation method that is conducive to the development of schools and teachers and is easy to operate. And programs to standardize, normalize, and institutionalize teaching evaluation.
3. Combination of norms and innovation. Using advanced educational concepts and scientific methods to construct a teaching evaluation index system that conforms to the law of education and conforms to the actual situation of the school, standardizes the education and teaching management and teaching behaviors of the compulsory education stage, guides teachers to change their concepts, change educational behaviors, and consciously carry out teaching reforms. Innovative practice activities.
4. Combination of grade and quantity. The assessment of compulsory education stage adopts the evaluation method of grade evaluation and quantitative evaluation, and realizes the authenticity and difference of the evaluation results under the same index through the specific content of different grade standards, and does not make a one-size-fits-all approach. Through quantitative evaluation, it reflects the scientific and developmental level of teaching evaluation.
Fourth, the standard content
The teaching evaluation criteria are divided into the teacher teaching evaluation and the school teaching management evaluation in the compulsory education stage. The teaching evaluation criteria are evaluated according to the “Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province” and “Grade Standards for Teaching Evaluation of Compulsory Education in Hebei Province”.
1. Teacher teaching evaluation standards, including four first-level indicators and 20 second-level indicators such as professional ethics, professional level, professional development and classroom teaching.
Professional ethics is divided into two secondary indicators: love and dedication, and a teacher.
The professional level is divided into five secondary indicators: academic qualifications, teaching skills, teaching ability, homework guidance, and teaching quality.
Professional development is divided into six secondary indicators: lifelong learning, changing ideas, reflective communication, research actions, research capabilities, and innovation results.
Classroom teaching is divided into seven secondary indicators: instructional design, teaching technology, teaching anti-corrosion, learning environment, classroom regulation, process evaluation, and teaching effects.
Each secondary indicator is divided into three levels: A, B, and C.
2, school teaching evaluation standards, including teaching management, curriculum management, teaching conditions, school-based training and evaluation research five first-level indicators and 22 second-level indicators.
Teaching management is divided into five secondary indicators: management ability, course objectives, management mechanism, educational management and student management.
The course management is divided into three secondary indicators: implementation plan, course implementation, and course evaluation.
The teaching conditions are divided into four secondary indicators: teacher team, funding guarantee, teaching facilities, and teaching materials.
School-based training is divided into five secondary indicators: training planning, organizational construction, system construction, teaching research, and thematic research.
The evaluation study is divided into five secondary indicators: teaching survey, teacher evaluation, student evaluation, proposition research, and quality evaluation.
Each secondary indicator is divided into two levels of A and B.
Fifth, the organization and implementation
The teacher's teaching assessment is organized and implemented by the school at least once per semester.
1. The teacher conducts a self-assessment with reference to the “Grade Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province”.
2. The school determines the level of teacher evaluation based on classroom observations, grade groups, parents, and student evaluation opinions.
3. The teacher's teaching evaluation level is stored in the teacher performance appraisal file, which is an important basis for teacher appointment and professional development assessment.
School teaching evaluation is conducted by the school teaching evaluation leading group
1. The school teaching evaluation leading group conducts self-evaluation against the “Grade Standards for Teaching Evaluation of Compulsory Education in Hebei Province”.
2. The school teaching evaluation leading group will inform the faculty and staff representatives of the self-evaluation results of the school teaching and discuss it, and finally determine the level of school teaching evaluation.
3. The school teaching evaluation leading group writes a self-examination report of the school teaching evaluation based on the results of self-evaluation and the evaluation level.
Six, method program
1. The main target of school teaching evaluation is the classroom teacher.
2. Teaching evaluation is mainly carried out by consulting teachers' relevant materials, classroom observations, interviews, etc.
3. When the same person is assessed and there is a significant difference, it may be re-evaluated in the form of lectures or seminars. The evaluation results are determined by the relevant personnel with reference to the re-evaluation results.
4. The teacher's teaching evaluation results are feedback from the supervisor or the principal to the teacher.
Seven, the results of the determination
The evaluation of teachers in compulsory education is divided into four levels: excellent, good, average and poor. The specific scores are: excellent - 90 points or more; good - 89 points to 70 points; general - 69 points to 40 points; poor - - 39 points or less.
To look at the evaluation results from a development perspective, we must combine the teaching evaluation work to find out outstanding problems in teaching management, teacher development, teaching practice, etc., reflect on and analyze the causes of the problems, study and explore methods and measures to solve the problems, and formulate the next time. The goal of teaching assessment.
Eight, leadership management
1. Unify thinking, improve understanding, and improve institutions
The Education Department, the Municipal and County Education Bureau of Hebei Province carried out the evaluation and examination of the compulsory education stage, which is an important measure to promote the basic education reform to develop in depth, improve the professional level of teachers, enhance the ability of schools to build new courses, and comprehensively deepen quality education. The school should take this inspection as an opportunity, strictly follow the inspection standards, arrange the deployment of internal inspection work, implement responsibility, improve the mechanism, make the school teaching management work more normal, standardized, institutionalized, and lay a new foundation for improving the comprehensive competitiveness of the school. Development basis. In order to ensure the smooth progress of the work, the school set up a teaching leadership group, specifically responsible for this work. The evaluation leading group is responsible for archiving, data statistics, etc., and forms an evaluation report.
2. Strengthening the evaluation of teachers in compulsory education is an important measure to deepen education reform, improve the quality of education, and promote the balanced development of schools. Schools should incorporate teaching evaluation into the management of regular education and teaching, and establish an effective teaching evaluation mechanism that is in line with the actual situation of the school.
3. Establish a teacher's teaching evaluation and recognition, reward and punishment system.
Part V: Teacher Teaching Evaluation Program
Teaching work is an important part of school work, and it is the basic way to cultivate talents and achieve educational goals. It has the most comprehensive impact on the development of students and has the greatest impact on the quality of school education. It is one of the important foundations for the work of higher authorities and social evaluation schools. The teacher evaluation is aimed at promoting the comprehensive improvement and improvement of the school teaching work, making the school teaching management institutionalized, standardized and scientific, and promoting the development of teaching reform. At the same time, it is also to objectively quantitatively evaluate the teachers' fair teaching work, to create a competitive atmosphere, mobilize the enthusiasm of teachers to participate in teaching, and build a team of high-quality teachers who can undertake the task of quality education, according to the compulsory education stage in the harbor area. Evaluate the archives spirit of the implementation plan and combine this with the actual situation of the school.
First, the guiding ideology
To fully implement the Party's educational policy, comprehensively implement quality education, and promote and deepen curriculum reform; to discover, study, and solve problems arising from the implementation of new curriculum in schools and teachers; to improve teaching management and improve teaching quality The ultimate goal is to run a satisfactory education for the people.
Second, the principle of evaluation:
1. The principle of directionality. Under the guidance of the party's educational policy, quality education, and innovative education theory, it is necessary to improve the teaching work and promote the in-depth reform of education, in line with the education and teaching objectives of talents and qualified personnel for the country. The evaluation criteria are determined according to the requirements of the teaching plan and the syllabus to ensure the correct direction of the assessment.
2. Scientific principles. The evaluation of teachers' teaching must be based on science. It must have sufficient scientific basis, scientific attitude and scientific methods. It should follow the teaching principles and rules according to the "Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province" and follow the basic requirements of the school. To implement and grasp the teaching evaluation.
3. The principle of objectivity. Through the teacher self-evaluation, student and parent evaluation and evaluation team evaluation, the teacher will be given an objective and fair evaluation. The school evaluation should refer to the “Standards for School Teaching Evaluation in the 20XX-20XX School Year of the Compulsory Education Stage in the Harbour Area” and the “County Teaching in the Compulsory Education Stage of Hebei Province”. The evaluation criteria are realistic and the corresponding indicators and grades are evaluated.
Third, the assessment preparation work
Set up an assessment team
Team leader: An Zhenmei
Deputy leader: Zhang Li Wang Yanqi
Member: Yang Dongmei Wang Jing Wang Yajun Zhang Xujiang Wang Yan Hu Hailing Zhang Jinyan Jiang Yinhua
學習《河北省義務教育階段教師教學評估標準》、《海港區義務教育階段20XX-20XX學年度學校教學評估標準》、《河北省義務教育階段縣域教學評估標準》。
Fourth, the evaluation method and program
Teacher evaluation
1. Teacher self-evaluation
The teacher conducts a self-level assessment according to the "Standards for Teaching Evaluation of Teachers in Compulsory Education in Hebei Province".填寫《海港區義務教育階段20XX-20XX學年度教師評估報告書》完成自評及總結。 The self-assessment results are recorded in the “Teacher Assessment” total score of 10%.
2. Student and parent evaluation
評價採用區統一制定的《海港區義務教育階段20XX-20XX學年度教師教學評估學生、家長評分表》由學校統一組織進行。 The number of students and parents participating in the evaluation is not less than 50% and 20% of the total number of students in the class. When the evaluation form is issued, the teacher's avoidance method is adopted to achieve the authenticity of the evaluation. The feedback results of the “Scoring Form” are filled in the teacher self-assessment report, and the score sheet is archived in time. The evaluation results are each credited to the “Teacher Assessment” by 10%.
3. Evaluation of the school evaluation team
The evaluation team members evaluate the teachers according to the evaluation criteria and fill in the teacher self-assessment report.評估結果按70%的權重記入“教師教學評估”總分。
4. The results of the comprehensive evaluation
The school evaluation team shall calculate the scores of the above four evaluations according to the corresponding weights, determine the final evaluation score of each teacher, and determine the corresponding level.填寫《海港區義務教育階段2010-2010學年度教師教學評估匯總表》，完成《海港區義務教育階段20XX-20XX學年度教師教學評估情況一覽表》。
Teacher evaluation results are divided into four levels: excellent, good, average, and poor. The specific scores are: excellent --- 90 points or more; good --- 89 to 70 points; general --- 69 to 40 points; worse --- 39 points or less.
The form information generated in the above evaluation process must be deposited in the teacher semester or the performance appraisal file of the current year as an important basis for teacher appointment and professional development assessment.
School teaching evaluation
1. School self-evaluation
學校根據《海港區義務教育階段20XX-20XX學年度學校教學評估標準》自評，撰寫《海港區義務教育階段學校教學評估匯報材料》，填寫《海港區義務教育階段20XX-20XX學年度學校教學評估報告書》。
2. District-level final evaluation
The assessment is organized by the district assessment team in accordance with provincial assessment criteria. Through classroom observation, access to materials, teachers and student interviews, the school comprehensively evaluates the completion of important indicators such as teaching management, teacher professional development, and school teaching quality, and evaluates the classroom teaching of teachers of different levels and different levels. Finally, the school Make a comprehensive evaluation. The program is:
First, determine the sampling assessment teacher.按《海港區義務教育階段20XX-20XX學年度教師教學評估情況一覽表》，隨機抽取每校每學科2-3教師，語文、數學、英文、品德、科學、信息、綜合、校本、音樂、美術、體育。
Second, classroom observation. Listen to the normal class of the teacher who was drawn, and the teachers of the subject teaching and research group participated in the lecture.
Third, participate in the disciplinary teaching and research activities of the teachers, after-school interviews and dialogues.
第四、查閱資料。
第五、學生個別訪談。
Sixth, evaluation feedback.
Seventh, the results are reported.
The school will regard this teaching evaluation as a review of teaching work, and do a good job in school evaluation, find the focus of the work, clarify the results, find the gap, and lay the foundation for the next step.
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