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performance level 2002 2004 NP: not present NA: not applicable Stronge 2002 22

Wheeler & Scriven, 1997: 41-43 23

Peacock Rawson2001 Scriven1994 Peacock Rawson2001 Peacock Rawson Peacock Rawson 2001 Scriven1994 duties Peacock Rawson 2001 Scriven 24

Glatthorn2000 what is learned what is taught 2004 2000 2003 25

2003 what to teach how to teach 2002 1992 26

Froyen1993 content management conduct context management (classroom management ) 1994 2002 Shulman1992 27

school-based management school-based management empowerment evaluation Nevo, 1995 20032004 2001 2000 2001 Davis, 1981 1977 Teachers as Evaluators 28

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reflective practitioner Schon, 1983, 1986, 1991 55

reflection for action, in action, and on action Norlander-Case, Reagan, & Case, 1999 professional teacher Weick, 1976 56

Lee Shulman1987 1. content knowledge 2. general pedagogical knowledge 3. curriculum knowledge 4. pedagogical content knowledge 5. knowledge of learners and their characteristics 6. knowledge of educational contexts 7. Shulman 57

Norlander-Case, Reagan, & Case, 1999 58

Beck & Murphy, 1994 3-5 59

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70 1992 2003 憙 2003 1999 18114-136 2002 309-326 2002 5329-56 1998 37 2 19-28 1999 2003 NSC91-2413- H006-001 1998 16443-462 1997 482 89-94 1988 1998 2001 78-89 2003 2003 8-11 1-28

2004 41-55 1998 2000 2003 1999 12169-204 2000 1987 109-154 2001 -- 4(4)93-112 2001 2003 2004 212 60-70 2002 1-47 1994 Association for Supervision and Curriculum Development (2000). Teacher evaluation: To enhance professional practice. Association for Supervision and Curriculum Development. Beck, L. G. & Murphy, J. (1994). Ethics in educational leadership program: An expanding role. Thousand Oaks, CA.: Corwin Press. Buckanan, D., & Jackson, S.(1997). Self-evaluation for teachers and student teachers: A framework for professional development. London: Kogan Page. Davis, E. D. (1981). Teachers as curriculum evaluators. London: George Allen & UNWIN. Froyen, L. A. (1993). Classroom management: The reflective teacher-leader (2nd ed.). New York: Merrill. 71

Peacock, A., & Rawson, B.(2001). Helping teachers to develop competence criteria for evaluating: Their professional development. International Journal of Educational Development, 21, 79-92. Peterson, K. (2000). Teacher evaluation: A comprehensive guide to new directions and practices. Thousand Oaks, CA.: Corwin Press. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schon, D. (Ed.). (1991). The reflective turn: Cases studies in and on educational practice. New York: Teachers College Press. Scriven, M. (1994). Duties of the teacher. Journal of Personnel Evaluation in Education, 8, 151-184. Shulman, L. S. (1992). Portfolios for teacher education: A component of reflective teacher education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Stronge, J. H. (2002). Effective teachers: Qualities that influence successful student learning. In D. Marcia, B. M.Charles, & Q. Virginia (Eds.), Virginia association for supervision and curriculum development professional development institute. (pp.75-90). Alexandria, VA: Association for Supervision and Curriculum Development. Weick, K. E. (1976). Educational organization as a loosely coupled system. Administrative Science Quarterly, 21, 1-19. Wheeler, P. H., & Scriven, M. (1997). Building the foundation: Teacher roles and responsibilities. In J. H. Stronge (Ed.), Evaluating teaching (pp. 27-58). Thousand Oaks, CA: Corwin Press. Ulfers, M. (2004May). Taipei American School professional growth and evaluation system of Teachers. 56-60 72

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