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DESCRIPTION營造學校的學習文化 和提供入職啓導支援. 東華三院呂潤財紀念中學 叢蔣漢校長 2012 年 4 月 20 日 ( 星期五 ). 程序. 教師專業能力理念架構 (Teacher Competencies Framework) . 師訓與師資諮詢委員會 (ACTEQ, 2003). 教師持續專業發展第三份報告 的建議. 專業自主及校本自決專業自主及校本自決 由學校確定持續專業發展活動的模式和內容 讓學校運用 專業自主權 來檢視教師持續專業發展的實施情況. 2. 學校為本的持續專業發展 應用 「教師專業能力理念架構」 來推行或完善校本持續專業 發展工作 - PowerPoint PPT Presentation
* (Teacher Competencies Framework)(ACTEQ, 2003)
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A professional learning community is an inclusive group of people, motivated by a shared learning vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupils learning. Bolam et al. (2005)
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Plan for professional development on two levels: (i) planning for professional development to meet global or large-scale needs of the faculty related to school improvement plans.
(ii) planning professional development that meets individual teacher needs as identified during classroom observations and working with teams of teachers (e.g., grade level, subject matter, departments). Zepedam, S. J. (2008). Professional development: what works? (p.67-78)
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A. E. B. F. C. G. D. H.
Quality Teaching Roundsadequate time for sustained engagement; collaboration with colleagues; reflection on practice; a coherent framework to guide improvement; andactive learning
the rounds process within the context of Professional Learning Communities provides the conceptual lens and shared language, plus its own protocol with a degree of specificity and guidance for professional conversations Bowel, J. et al (2010)
()1. A. (KPM, APASO) -> -> B. ->2. A.() B.
(Ongoing) (Job embedded)
*Mentor System (General) (Specific)