米国における「自己開発型」教員評価システムに関する研究 : ミネソタ州の取り組みに着目して

A Study on Teacher Evaluation System in the United States : In focusing on the Quality Compensation Program

藤村 祐子

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

The purpose of this paper is to describe the Quality Compensation Program (Q Comp) and to examine characteristics and also difficulties. The Quality Compensation Program is the alternative pay initiative enacted by the Minnesota Legislature. Q Comp is also based on Teacher Advancement Program, which is established by National Institute in Excellence for Teaching (NIET). The program is voluntary and allows districts and teachers to design and collectively bargain a pay plan, so long as the plan meets five components of the law, which include: career ladder/advancement options, job-embedded professional development, teacher evaluation, and performance pay. This report examines how those key concepts are designed and what kind of frameworks the program has. Some of significant activities are community learning and formative evaluation and continual professional development. Those key activities encourage teachers to be motivated. In addition, the program is designed for districts to make solid evaluation rubrics. School districts should develop evaluation standards and criteria, and potential artifacts.

teacher evaluation

professional development

the United States

教員評価

職能開発

米国

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039