美国家乡教师项目:政策过程、特点及效果

The Grow Your Own Programs in the U.S.:Policy Process,Characteristics and Effects

在资产为本的社区发展理论影响下与在地化教育改革的推动下,为了满足弱势社区学校对教师的需求,美国家乡教师项目应运而生。家乡教师项目从当地社区招收有做教师意愿的人,通过提供支持培养符合社区需要的教师或助理教师,以缓解农村、少数族裔集中的社区、贫困社区教师短缺的问题。该项目一般分为设计、实施与评估三个阶段。其特点表现为:培养目标明确,满足不同地区的教师需求;重视项目合作伙伴之间的协作;为参与项目的学生提供经济、社会、学业等方面的支持;实习制度完备,保障教育实习的质量。家乡教师项目培养的教师保留率较高,发挥了补充教师的作用;家乡教师项目培养的教师更有助于当地学生的学习。尽管家乡教师项目面临资金短缺、评估不足等问题,但是在教师需求多样化的背景下,家乡教师项目应该会发挥越来越重要的作用。

Under the influence of the Asset-Based Community Development Theory and the place-based education reform,the Grow Your Own Programs emerged to meet the needs of teachers in the disadvantaged communities.The Grow Your Own Programs recruit people willing to be teachers from local communities to alleviate the shortage of teachers in rural,minority-concentrated communities,and poor communities by providing supports to train teachers or para educators who are responsive to the needs of the local community.The Grow Your Own Programs generally includes three phases:design,implementation and evaluation.The characteristics of the Grow Your Own Programs are:clear training objectives to meet the needs of teachers in different communities;valuing the cooperation between partners;providing economic,social and academic support for the students participating in the programs;and complete residency systems to ensure the quality of educational residency.The Grow Your Own Programs played an important role in high teacher retention rate.The teachers are more helpful to local students’ study.Although the Grow Your Own Programs are faced with the shortage of funds and insufficient evaluation,they can play increasingly important roles in the background of diversified demand for teachers.