新西兰中小学教师评价制度改革:动因、举措与价值取向

Reform of the Teacher Appraisal System in New Zealand Primary and Secondary Schools:Motivations,Measures and Value Orientations

为了提升教师职业的吸引力,顺应教育改革的价值导向,实现教育劳动力战略目标,新西兰实施了新一轮教师评价制度改革。针对评价目的的导向偏差、评价内容的专业性缺失、评价程序的过度设计、评价参与者之间的紧张关系等问题,新西兰政府删除了《教育与培训法》中对教师绩效评价进行审核的规定,并以此为开端,自上而下地全面推进改革举措。新西兰中小学教师评价的目的从实施控制向促进合作转变;评价标准从提供最低质量基线向呈现高专业追求过渡;评价方式逐渐弱化合规性与问责性,注重激励教师专业发展。新西兰新一轮教师评价改革体现出信任取向、发展取向、效率取向等价值取向。

In order to enhance the attraction of the teaching profession,to comply with the orientation of the education reform and to achieve the consistent requirements of the Education Workforce Strategy,New Zealand has implemented a new round of reform of teacher appraisal system.In view of the problems such as the deviation of the appraisal aim,the lack of professionality in the appraisal content,the over-design of the appraisal procedures,and the tense relations between the appraisal participants,the New Zealand Government has removed the legislation on the auditing of teacher performance appraisal from the Education and Training Act,marking the start of comprehensive top-to-bottom reform measures.The aim of teacher appraisal has shifted from implementing controls to promoting cooperation,the appraisal standards have transitioned from providing a minimum quality baseline to presenting a high level of professional pursuit,and the appraisal methods have gradually weakened the compliance and accountability,but payed more attention to stimulate teachers’professional development.The teacher appraisal reform in New Zealand shows multiple value orientations such as trusting orientation,development orientation,and efficiency orientation.