Firstly, the background of constructing the evaluation system of teachers' professional quality development.

With the deepening of education reform, the development of teachers lies in the improvement of teachers' professional quality. Teachers need to combine their own teaching practice to solve practical problems in education and teaching, improve their professional quality and ability, improve their coping ability and enhance their intrinsic survival value.

With the comprehensive promotion of curriculum reform, evaluation has become a hot and focal issue, which is not only the focus of reform, but also a problem that people constantly study and explore in education and teaching practice. A good evaluation atmosphere is helpful to improve teachers' professional quality and ability.

Second, the evaluation characteristics of promoting the development of teachers' professional quality

The evaluation characteristics of promoting the development of teachers' professional quality are reflected in three aspects: goal orientation, specific goals and training strategies, which are the premise of formulating the teacher evaluation system.

1. Overall goal of teachers' professional development

The key to further improving teachers' quality lies in finding the potential foundation, unfavorable factors and obstacles for their further development.

First, self-analysis

In essence, this is to adhere to the development of schools and teachers and students, give play to the guiding function of evaluation, and help teachers solve the problem of value orientation of evaluation.

To achieve the educational goal of educating people in schools, we must rely on teachers. The needs of teachers' professional development are the requirements of the development of schools and students. Our school implements the integration of teaching, scientific research, management and training, gives full play to the guiding role of network experts and the role of school administrative leaders, and helps teachers to analyze themselves-constantly discover their achievements, strengths, characteristics and styles in the process of education and teaching, and reflect on their problems, shortcomings, weaknesses and difficulties in the process of education and teaching. On this basis, teachers are encouraged to continue to develop favorable aspects, transform unfavorable factors and find the driving force and growth point of their own development.

Second, the orientation of training objectives and the formulation of standards.

This is essentially to mobilize the enthusiasm of teachers to fully participate in the formulation and adjustment of evaluation, and to solve the objectives and theme problems of evaluation.

The training goal of teachers' professional development is basically to train three types of teachers: expert, experimental and qualified.

Some scholars believe that the teacher development index system that meets the requirements of quality education should be composed of three dimensions of evaluation indicators: quality evaluation indicators (indicators reflecting teachers' basic quality); Responsibility evaluation indicators (indicators reflecting the working conditions of teachers) and performance evaluation indicators (indicators reflecting the effectiveness of teachers' work). Among them, quality evaluation index is the basis for teachers to implement education and teaching, responsibility evaluation index is the key for teachers to implement education and teaching, and performance evaluation index is the ultimate goal for teachers to implement education and teaching. These indicators fully reflect the quality and ability required by a professional teacher, and reflect that teachers need to take actions to achieve the purpose of teaching and educating people, and promote their professional development through innovative teaching actions. We quote the following framework to determine the standards for the professional quality development of teachers in Chaotian Primary School:

Third, the formulation of development goals and hierarchical goals.

According to the school's previous school-running philosophy, school-running style and tradition, combined with the requirements of contemporary social development for teachers' professional quality, the development goal of teachers' professional quality with lofty characteristics is formulated from three aspects: teachers' morality, personality and professional skills, and the hierarchical goal of teachers' collective professional quality development is formulated from three levels: expert teachers, experimental teachers and qualified teachers.

The development plan of teachers' professional quality formulated by the school is universal for teachers as a whole. For individual teachers, according to the different situation and characteristics of each teacher, make a personal three-year development plan. Personal three-year development plan should reflect teachers' personal sense of accomplishment and satisfaction of their own development needs. At the same time, the school uses the mechanism of other evaluation and self-evaluation to help teachers locate their own development goals.

2. Specific objectives of teachers' professional development

In order to make teachers' professional development become a mere formality, and to evaluate whether it is up to standard, we have formulated specific teachers' professional development goals.

First, I can write a problem investigation report.

Each teacher makes an investigation report on the main and essential problems in his own subject field or the work field of the head teacher, summarizes and analyzes the practical problems in education and teaching, and makes clear the basis for the design of the research topic.

Second, you can make a literature review.

Whether the problem studied is valuable or not can be solved, we can make a literature review of the degree of problem solving and the theories used by predecessors, that is, explain the new knowledge, new ideas and new theories introduced. At present, the theories introduced into our teaching research are mainly pedagogy, psychology, Tao Xingzhi's personality education theory and the theory and technology of learning psychological counseling.

Third, we can sum up the experience of improving education and teaching or the work of class teachers.

Summarize the teaching characteristics, achievements and advantages in the education and teaching work or the work of the class teacher, screen the experience and form a text.

Fourth, we can design the research scheme of the subject.

Be able to write a research plan according to the standard format (problems, research objectives, theoretical assumptions, research methods, experimental operations, expected results).

Fifth, there are case studies.

Choose a lesson as a case study to find support for research and problem solving. Cases include general cases and typical cases, which are divided into three levels: daily exploration, research and examples.

Sixth, there are comprehensive research results.

The manifestations of research results can be diversified, such as academic papers, research reports, experimental reports, works, etc.

3. Training strategies for teachers' professional development

According to the needs of the school to carry out experimental projects, combined with the above guiding ideology, the implementation strategy of teachers' professional development and training objectives is designed.

First, formulate development plans.

According to the development goal and training goal of school teachers' professional quality, make personal development plan. With the help of the guidance office, teachers determine their own three-year research topics and make their own three-year development plans according to their own teaching characteristics.

Second, strengthen theoretical study.

The school recommended Tao Xingzhi's personality education books and related psychological counseling monographs, and guided and encouraged teachers to learn Tao Xingzhi's personality education thoughts, modern learning psychological counseling, class psychological counseling, activity psychological counseling theory and technology and new curriculum ideas in the form of personal self-study and discussion and exchange.

Third, choose the research topic of the case study.

On the basis of establishing the theme of case study, the case study is carried out according to the procedural mode of case study (case-open exchange case-selection case-summary paradigm). The formation process of case study (theme-lesson discussion-analysis and induction-case formation) and analysis format (research topic-case-analysis-synthesis) are clarified.

Fourth, evaluate the case.

This is a comprehensive evaluation of teachers' professional development. According to the methods of case sketch, self-reflection, peer diagnosis and expert comment, according to the guiding ideology, types and results expression of case study, excellent cases are screened out.

Thirdly, the evaluation system to promote the development of teachers' professional quality.

In the daily work of the school, in order to stimulate and mobilize teachers' internal driving force, develop teachers' potential and enhance teachers' self-development ability, we should constantly improve the evaluation system, closely integrate teaching research, scientific research, teaching, lesson plan management, teaching thought management, teaching administration management and teacher evaluation management, and strive to realize the integration of scientific research, teaching, management and evaluation.

In essence, solving specific evaluation methods is also closely combined with the development of teachers' professional quality.

1. Comprehensive evaluation of teachers

Teachers' comprehensive evaluation, based on the combination of early monthly report and final report, continues to modify, enrich and improve the original imperfect evaluation system and framework of the school. Mainly reflected in two aspects.

First of all, focus on the evaluation of teachers' scientific research quality.

Assessment and reward gradually tilt towards teachers' achievements in education, teaching and scientific research, thus mobilizing teachers' enthusiasm, initiative and creativity for contributing to school development and seeking personal development.

Secondly, from teachers.