一项在23个国家进行的调查报告显示，澳洲的教师评价和发展系统属于发达国家中最差的行列。
在鉴定教师质量方面，澳洲排名倒数第四。
尽管澳洲教师有年度评估，大多数受访者说那是毫无意义的，基本不影响结果，主要是为了满度管理的需要。
90%的受访者说校长不会采取措施改定一名持续不合格教师的薪水，他们自己就算改善了教学质量也不会得到任何认可。
公立学校80%的教师说不合格的教师不会被开除，43%的人说那些人会受到同事的容忍。
http://www.smh.com.au/national/p ... -20100523-w42t.html
Principals fail to weed out worst teachers
ANNA PATTY AND JEWEL TOPSFIELD
May 24, 2010
School principals are failing to do anything about poor teachers, according to a damning report which suggests the system for evaluating teachers is broken in this country.
The report, which surveyed teachers and principals in 23 countries, said teacher evaluation and development in Australia is among the worst in the developed world.
Australia is ranked fourth-last for identifying teacher quality, according to the study which formed the basis of the Grattan Institute report, What Teachers Want: Better Teacher Management.
Although Australian teachers have annual reviews, most surveyed said they were meaningless, had few consequences and were largely done to meet administrative requirements.
More than 90 per cent of the teachers reported their principal would not take steps to alter the salary of a persistently under-performing teacher, nor did they feel they would receive any recognition if they improved their own teaching. Almost 80 per cent of teachers in government schools said consistently bad teachers would not be sacked, and 43 per cent said they would be tolerated by the rest of the staff.
Not only did this disadvantage students, the report concluded, it demotivated other teachers.
The report's author, Dr Ben Jensen, an education analyst at the Grattan Institute, said the benefits of good teaching were well known and evaluation was the first step to improving quality teaching.
''A student with an excellent teacher can achieve in half a year what would take a full year with a less-effective teacher,'' he said.
He said although all Australian schools had systems of evaluation and development in place, they clearly weren't working. Teachers believed they were broken.
''Not only is this demoralising … it also implies there is no meaningful evaluation that is required for teacher development and school improvement.''
Of the 23 countries surveyed by the Organisation for Economic Co-operation and Development, Australia was fourth-worst when it came to recognising quality teaching. Those doing a better job include Portugal, Norway, Denmark, Iceland, Mexico, Turkey, Bulgaria, Lithuania and Poland. The United States and Britain were not in the survey.
Principals also aired strong dissatisfaction in the survey, reporting a lack of teacher preparation for classes as a serious problem, as well as too many teachers losing too much class time to administrative tasks and discipline.
More than one-third of Australian school principals surveyed reported that the lack of teacher preparation was hindering student instruction in their school.
Only Italy, Lithuania, Mexico, Spain and Turkey indicated this was a bigger problem in schools.
Dr Jensen called for development of more meaningful evaluations to ensure effective teachers were recognised and rewarded.
''This should not focus purely on improvements in student test scores. An effective system would include peer review, the direct appraisal of teaching, and teachers' ability to identify and then address each student's learning needs,'' he said.
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SMH当前报道这样的消息是火上浇油，呵呵。
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不光是教育界，我觉得整体来说，澳洲对于不合格员工的容忍度挺高的
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这倒是。
难怪我当初我亲戚劝我们一家来移民澳洲的时候，对我说，澳大利亚是地球上最后一块乐土
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是啊， 只要不是太求上进的人，在澳洲真的很好混日子过
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别的行业混也就罢了（其实我自己也在混），但是教师也混就是误人子弟了
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澳洲读教育的门槛太低，不需要很高的HSC分数就能当老师了
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教师工作稳定也有好的一面，尤其是小学老师，小学生很需要老师的爱心。如果学校对待老师不是以有爱的、宽容的、鼓励的方式，而是像别的职业一样以业绩、考核、指标来要求，老师压力大，就很难将充分的爱传递给孩子了。
[ 本帖最后由 春来草自青 于 2010-5-24 14:00 编辑 ]
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天哪，BOC版主，我们差点“撞贴”。我早上拿起悉尼先驱晨报，也在翻译这个新闻，打算再去参加英语版活动“翻头条”，再拿个50分的活动分。 刚起了个头，由于工作忙，暂时放下了。然后，你在9点59分就发帖了。呜呜呜
看了一下，你的 weed out 翻得不错。呵呵，我把标题翻成：校长对表现最差的教师束手无策。
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英国美国不在调查的国家中。但就算英美参与调查了，我想，这不会改变澳洲的教师评估系统最差的事实。
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不影响的，你该发就发，活动分还是有的。
因时间关系，我只能发个概要，你可以全文翻译
[ 本帖最后由 BOC 于 2010-5-24 14:18 编辑 ]
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后续报道
Streamline teacher sackings, say parents
Anna Patty EDUCATION EDITOR
May 25, 2010 - 3:00AM
PARENTS want the state government to speed up the process of sacking underperforming teachers from schools, which they say is too long and needs to be reviewed.
The call follows the release of a report yesterday which said principals were failing to do anything about poor teachers and that the system for evaluating teachers was ''broken''.
The president of the NSW Federation of Parents and Citizens Associations, Dianne Giblin, said yesterday the procedure to remove underperforming teachers was ''too long and complex''. ''Every parent wants a quality teacher in front of a classroom,'' she said. ''There needs to be a review and the process of removing ineffective teachers should be quicker and more succinct.
''There is a lengthy period … where teachers are monitored and reviewed and often transferred to another school where the process starts again.''
The state government has backed away from its decision in early 2008 to give principals the autonomy to hire and fire teachers, in response to pressure from the NSW Teachers Federation.
A spokesman for the Education Minister, Verity Firth, said every teacher deserved ''due process''. Teachers deemed to be underperforming were placed on a 10-week improvement program. If, at the end of the program, the teacher has not satisfied ''specific quality benchmarks'' he or she is ''referred for … disciplinary or … remedial action, which could include dismissal,'' the spokesman said.
This year the NSW Institute of Teachers will begin evaluating teachers who apply for accreditation at the higher levels of ''accomplished teaching'' and ''teacher leadership''.
The head of the institute, Patrick Lee, said 350 experienced teachers had applied for evaluation under the new standards, with 150 more expected to apply by the end of the year.
Public school teachers who receive accreditation would not qualify for higher pay in the same way as independent school teachers, who earn an extra $6862 for achieving the new standards.
The NSW Association of Independent Schools has negotiated a scale of performance pay for teachers at 120 private schools, and the highest rate is more than $100,000. Public school classroom teachers earn a maximum of about $79,000.
The Catholic Education Office in Sydney will appoint teacher educators to 20 primary and 11 secondary schools this year. The educators will be paid about $110,000 to improve standards.
Gary Zadkovich, deputy president of the NSW Teachers Federation, said the government and Department of Education had failed to provide enough support and guidance for public school principals to implement teacher improvement programs.
This story was found at: http://www.smh.com.au/national/e ... -20100524-w85h.html
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澳州政府不懂得那套引蛇出洞的办法，否则就趁着NAPLAN考试这件事情把事闹大，然后以public interest为旗号把教师工会给ban掉，以后想怎么sack就怎么sack。
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工党跟工会本就是一家，它不可能做自毁长城的事
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注意到公校和私校教师的工资水平了
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想起来以前在一家公司做的时候, 曾有人说, 被老板赞不绝口只是因为天天去办公室而已
其他的人一星期好几天在家工作, 工没工作就不知道了.
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我儿子的老师跟我说， 她差不多每天7点多才离开， 布置教室， 批改东西， 备课。公校负责认的老师也是很辛苦的， 她才29岁， 估计工资一般般。也不知道去应聘私校的门槛是不是比公校高很多， 怎么个高法？年轻没经验的教室是不是都没机会直接去私校教书呢？还是学历高就行？
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education之所以分数要求不高，是因为报读的考生少。教师普遍反应工资低，尤其中小学教师。有个鬼佬朋友的爸妈就是老师，据说平常其实很忙，要备课这那的，但工资老低老低的，才3万多，而且是干了一辈子了。这里又不像国内有捞外快，或者这补贴那补贴的，所以年轻一辈的都不愿意当老师。缺乏老师，当然就要降低门槛了，不然连老师都没了。
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问一下，补习班的老师是不是就是在校老师？
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3万多的年薪也太低了吧，应该低于老师的平均薪水
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中国师范学院分数线也很低啊
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