Evaluation of primary and secondary school teachers in the reform of the United States a useful empirical analysis of.doc

Evaluation of primary and secondary school teachers in the reform of the United States a useful empirical analysis of [Abstract] Since 2002, the United States enacted ‘No Child Left Behind’ education reform bill has been as soon as possible to improve the overall quality of teachers has been a central theme of reform. Teacher evaluation to enhance the quality of teachers as an effective means to cause the United States an unprecedented emphasis on basic education. States are from the evaluation of the purpose and function, multi-subject participation, the scope of information gathering, standard-setting personal and professional training, carried out a comprehensive and systematic reform. Analysis and evaluation of teachers drawing on the useful experience of the United States for improving the reform of China’s current assessment of the effectiveness of primary and secondary teachers has important practical significance. [Keywords:] the United States; primary and secondary schools; Teacher Evaluation In January 2002, the United States issued a ‘not let a child s Left Behind Act’ (N0 Child Left Behind Act, referred to as NCLB Act), triggering an unprecedented scale, affecting a wide range of basic education. In order to achieve ‘full to upgrade the quality of teaching in public schools, significantly raise the academic achievement of primary school pupils’ and reform objectives, the U.S. government adopted a series of strong supporting measures. Among them, as soon as possible to improve the overall quality of teachers has become a core strategic decisions. NCLB Act explicitly demanded that the end of 2006, the United States with each public school teachers in major subjects must meet the ‘highly qualified teachers’ requirements, to ensure that all the United States can be subject to quality primary and secondary education, every child can be in the academic success. In implementing this national strategy in the process of teacher evaluation to improve the qualit