교원평가제도에 대한 국제 사례 비교 분석: 미국 애리조나 주와 캐나다 앨버타 주를 중심으로

초록

This study aims to compare teacher evaluation systems used by the state of Arizona in the United States and the province of Alberta in Canada. In doing so, this work strives to draw useful implications for improving teacher evaluation processes in Korea. To achieve this purposes, in-depth reviews of various policy documents related to teacher evaluation systems in these two regions were conducted utilizing a teacher appraisal framework offered by the OECD. The implications drawn from the analyses are as follows: First, autonomy for individual school districts and schools is guaranteed and maximized in the teacher evaluation processes in both regions. Second, students' academic progress is identified as a major factor in the teacher evaluation processes. The proportions of students' academic progress reflected in teacher evaluation systems appear to guide the administration of the teacher evaluation processes. Finally, in both regions, the design and administration of the teacher evaluation processes are relatively simple and consistent. These implications not only provide meaningful directions for how to improve teacher evaluation processes in Korea; but also offer insights into effective planning for strengthening teachers' competencies to deal with rapidly changing educational environments.

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