China's Policy Actions to Lead Teacher Development With Evaluation Reform

Abstract

Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era. Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers’ professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.