교원평가제 리포트

소개

교원평가제, 교원다면평가제, 교원상호평가제에 대한 개인의 의견

목차

Ⅰ. 들어가며 ··················································································································································································
Ⅱ. 교원다면평가제의 도입배경
1. 공교육의 위기 ··················································································································································
2. 교사에 대한 신뢰도 하락 ·····················································································································
3. 교원의 양성, 임용, 연수과정의 문제점 ················································································
Ⅲ. 교원다면평가제 도입의 필요성
1. 공교육 경쟁력 강화 ·····································································································································
2. 교원의 자기개발능력 향상 ····················································································································
Ⅳ. 교원상호평가제의 도입
1. 교원상호평가제의 의미 ····························································································································
2. 교원상호평가제의 필요성 ························································································································
Ⅴ. 교원상호평가제 도입의 문제점
1. 교원간의 경쟁적 분위기 조성 ··········································································································
2. 교원의 의식변화의 어려움 ···················································································································
Ⅵ. 교원상호평가제의 바람직한 방향
1. 제도의 취지와 목적의 정립 ············································································································
2. 명확한 기준과 구체적인 방법의 마련 ············································································
Ⅶ. 끝맺으며 ··········································································································································································
참 고 문 헌 ········································································································································································

본문내용

Ⅰ. 들어가며

교원이 되기를 희망하는 사람들에게는 교육에 관련한 모든 이슈가 관심의 대상이 되지 않을 수 없겠으나, 교원다면평가제와 같이 중요하면서도 민감한 논쟁거리는 흔하지 않다. 교원다면평가제란, 학교 내의 교원들을 학교장 및 교감, 동료교사, 학생과 학부모가 평가하는 제도이다. ‘교원다면평가제’의 정의 http://ko.wikipedia.org/
이것은 2005년 5월에 교육인적자원부가 발표한 ‘교원평가제도의 개선 방안’ 이며, 기존의 교원평가의 개념과는 달리 승진이나 보수에 반영되는 평가가 아니라 교원 본인의 자기평가와 능력개발을 위한 평가라는 점에서 ‘교원능력개발평가’ 라는 명칭을 붙였다.
사실 교원에게 평가의 잣대를 들이대는 일은 어제오늘의 일이 아니다. ‘교원근무성적평정제’ 라는 이름으로 지금까지 쭉 교원에 대한 평가가 이루어져 왔다. 그런데 새삼 교원평가제가 새롭게 도입이 되는 것처럼 느껴지는 이유는 무엇일까. 그것은 기존의 평가제도에 비해 개선된 평가제도의 방안이 여러 가지 측면에서 차별화되었기 때문이다. 우선 교원을 평가하는 그 목적 자체가 다르다. 기존의 근무평정제도는 승진이나 인사관리를 목적으로 이루어졌지만, 교원능력개발평가는 말 그대로 교원 자신의 능력개발의 자료로 활용되는 것이 궁극적인 목적이다. 또한 평가의 대상도 기존의 교원, 교감에 교장을 포함시켰고 평가에 참여하는 주체도 기존의 상급자개념에서 일반 교원과 학생, 학부모까지 교육에 관련된 모든 주체가 참여하도록 확대시켰다. 평가의 기준도 전국적으로 통일된 지표가 아니라 단위학교의 특성을 반영할 수 있도록 자율적인 지표를 마련하도록 하였고, 상대평가가 아닌 절대평가로 이루어지며, 평가의 결과 또한 공개하여 자연스럽게 교원에게 피드백을 제공할 수 있도록 하였다.

참고자료

· 김명수 (2005). “교육력 제고를 위한 교원평가제 운영방안”, 한국교원대학교 교육 연구원.
· 최관경 (2005). “교원평가제에 관한 연구”, 부산교육대학교 초등교육연구소.
· 황남택 (2006). “교원평가제 시범운영의 과제와 전망”, 한국교육생산성연구소 ; 교 육연구사.