A Case Study of School Improvement Propelled by Teacher Evaluation for Professional Development

[[abstract]]A Case Study of School Improvement Propelled by Teacher Evaluation for Professional Development Abstract For the development of the school, Paul High School began launching into the school improvement. After the school improvement had been carried out for a period of time, Paul High School deeply felt that teachers are key persons in the school improvement. Therefore, coordinating the school improvement, Paul High School implemented teacher evaluation for professional development. Paul High School adopted a step-by-step method to implement the evaluation. The school adopted teacher self-appraisal, students’ questionnaires, classroom observation and teaching portfolios to evaluate teachers. The criteria include curriculum design and teaching, class management and student counseling, professional development and attitudes. The outcomes of the evaluation are used to plan the professional growth of teachers. The following conclusions are obtained according to the research: 1. The progress of school improvement can be divided into 3 periods: school-based curriculum development, communitilized school development and high quality school development. 2. The implementation of the teacher evaluation for professional development can be divided into 3 periods: the emerging, accommodating and developing period. 3. Legal basis and resources offered from the Education Administrative Authority are the outside factors that influence the implementation of the teacher evaluation for professional development. 4. Organizational culture and the evaluation outcome application are the inside factors that influence the implementation of the teacher evaluation for professional development. 5. The implementation of the teacher evaluation for professional development promotes not only individual learning but also organizational learning, and the organizational learning involves the school value and rules restructure. 6. The implementation of the the teacher evaluation for professional development changes the organizational culture from symbolic harmony to evaluative inquiry. Based on the above conclusions, implications with regard to using teacher evaluation for school improvement were revealed. Key words: teacher evaluation for school improvement , school improvement, organizational culture, organizational learning