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1. Introduction

1.1 Background of the Study
Never before in the history of Education has greater importance been attached to theprofessional development of teachers. Every proposal for educational reform and every planfor school improvement emphasize the need for high-quality professional development.(Thomas R. Guskey, 2000, 3) Why do we emphasize professional development? Ourknowledge base in education is growing rapidly, as these knowledge bases expand, new typesexpertise are required early. English teachers must keep abreast of this emerging knowledgeand must be prepared to use it continually refine their conceptual and teaching skills.Interest teacher evaluating and teacher professional development has growntremendously in recent years. A meaningful way contribute to professional development hasbeen approved, that is, teacher self-assessment. Teachers are highly perspective of their ownskills in teaching. Teachers become extremely accurate in their perceptions. Further, the act ofself-assessment requires reflection, an activity documented through research to yieldprofessional learning and growth. Self-assessment may be incorporated into either the formalevaluation process or a process for self-directed professional growth, or both. (CharlotteDanielson, 2000, 47).
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1.2 Significance of the Study
What’s wrong with our current evaluation systems of teacher evaluation?Outdated, limited, evaluative criteria: The evaluation system we use today relies heavilyon documentation of a small number of observable behaviors, such as “writing the teachingplan on the note before the class”, “writing the learning objectives on the board”, and the like.This generation of evaluation is grounded in the conception of teaching that prevailed in the1970s. These systems mainly depended on the only available measures of a class process androles. But now the goals of a class have changed. The more important goals areproblem-solving, the application of knowledge. Further, recent educational research,particularly on the nature of the brain and how it learns, has made it clear that we need newapproaches to teaching and, therefore, to the description and evaluation of good teachers. Theevaluation of teachers must reflect new techniques. The evaluation criteria used shouldrepresent the most current researches. As time goes on, the criteria need to be revised toreflect current findings, for examples, teachers should demonstrate that they are teaching forunderstanding rather than merely rote learning.Few shared values about good teaching: Teaches always have the different opinions ofgood teaching with the administrator, Mostly Teachers have been more inclined to embracethe new approaches and standards than their administrators. The problem is obvious; theydon’t share general values of good teaching and good teachers. So it is an obstacle for teachevaluation.Hierarchical, One-way Communication: Most evaluations are characterized bytop-down communication, in which the evidences of a teacher performance are collected byan administrator during class observation and the students’ grades of examination. Thefeedback provided by observation because of lack of clear and shared criteria, is highlyidiosyncratic, and has no benefits for teacher professional development and proving theteaching effect. What’s worse, the climate surrounding evaluation m本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。