Abstract
There are no summative evaluations for compulsory and basic education in Taiwan. This research discusses and analyzes present teacher evaluation implementation. The implementation of policy nowadays means “Teacher evaluation for professional development”. Teacher evaluation for professional development is a voluntary growing project of the Ministry of Education. The objective of this research is to understand the professional development of teachers and school leaders as a microscopic phenomenon, and discuss the interaction between strategies for school principals’ leadership and teachers’ professional development.
This research attempts to understand the correlation between school leadership and teacher evaluaction for professional development. The case study used the qualitative narrative inquiry method to gather information in the form of documents, records, interviews and observations. This research deals with both teacher evaluation policies and school case experiences in Taiwan. Finally, the study concludes with recommendations on enhancing the school administrative units. It also provides some suggestions for teacher evaluation programs in the future.
Introduction
“Teacher evaluation for professional development is according to Taiwan's Ministry of Education's National Education Development Conference conclusions and recommendations on September 13 and 14 in 2003. The purpose of this project is that the Ministry of Education wants to assist teachers' professional growth, and enhance teachers' professionalism by improving the quality of teaching to increase students' learning. In particularly, in the Ministry of Education teacher evaluation for professional development policy that suggest schools should adopt two ways: “teaching observation” and “teaching portfolio” as tools for professional growth. Moreover, joining in the first year, the school's curriculum design and teaching, classroom management and counseling for teachers' professional development are important agendas in this policy. Therefore, this research adapts literature review to discourse the reason and history development of summative evaluation or formative evaluation choices in Taiwan firstly. Secondly, this research has handled one school for case study. Thirdly, The school has been nurturing mentor teacher, elementary and advanced evaluation personnel evaluators, and therefore have many experiences about professional development. Finally, this study provides some suggestions and conclusions for teacher evaluation.
Beginning of teacher evaluation for professional development
The Ministry of Education in Taiwan has been officially promoting teacher evaluation for professional development since 2006. It is important to develop school evaluation criteria, along with teaching observation, teaching files, teacher professional community and action research, teachers’ self-evaluation and assessment, comprehensive reporting statements and other activities that are crucial for the teaching profession. The teacher professional learning community is an associated project that supports the professional growth of teachers. It encourages teachers to form Professional Learning Communities for peer talk and professional enhancement. These policies will be a boost for the professional development of teachers. Due to the Chinese culture of respect for teachers, summative evaluation is difficult in Taiwan. This is very different from the situation worldwide. The Ministry of Education in Taiwan has therefore stipulated that the evaluation of elementary and secondary teachers should only be formative evaluation, which is in conformity with the existing Teacher Law. According to the earlier Education Act, teacher evaluation for professional development included curriculum design and teaching, classroom management and guidance, research development and continuing education and assessment of the teacher’s dedication and professional spirit and attitude.
Literature analysis
Principal leadership and teacher evaluation for professional development
A principal manages a school; therefore, his/her leadership style has a major influence on school performance and the satisfaction levels of colleagues. In modern organizations, the basic unit is a team rather than an individual. Effective learning organizations inspire members to enhance their learning and extend this learning leadership to inspire members to learn from each other; these organizations are called Learning Organizations (Senge, 1990). Good communication between the principal, teachers and students forms the learning culture in schools. In this process, the principal manages the school and implements his educational philosophy. The principal is not only an administrator, curriculum and instruction leader and school planner, but also a public relations coordinator, facilitator and innovational educator.
The “Teacher evaluation for professional development” program of the Ministry of Education is a voluntary program that aims to promote the professional growth and development of teachers. The agreement/consent of the school curriculum development committee is necessary for the implementation of the program. The program includes curriculum design and teaching, classroom management and counseling, research and development and training, professionalism and attitude. The teacher professional learning community supports professional growth programs that encourage the self-organizing teacher professional learning community toward peer discourse and professional development (Ministry of Education, 2006, 2012). Therefore, in this process, the leadership of the principal and organizational culture of the school makes an important contribution to the development of cognitive attitudes and teacher evaluation for professional development.
Given their changing beliefs and commitment levels, the best way for teachers to be effective is to engage in discussions with the students. Time is very important for school dialogue (Lambert, 2002). Shields and Edwards (2005) emphasize that the richer the discussion in school, more unexpected will be the outcome. The principals and staff therefore need to find ways to promote deep and sustained discussions in schools.
Teacher evaluation for professional development practice and teacher professional development
In teacher evaluation for professional growth and development, the teachers should have an open mind to view their personal strengths and weaknesses. They also need to pay attention to the process of evaluation and focus on students’ achievements and identity development. Craft (2000) found that the teacher professional development evaluation focuses either on the process or the results, or sometimes on both. Therefore, an effective teacher professional development evaluation can be both formative and summative, and produce both quantitative and qualitative results. According to Danielson (2008), the purpose of teacher professional development evaluation is nurturing a culture of professional inquiry, establishing trust, self-evaluation and reflection habits and encouraging practical implementation, cooperation and discussions.
The primary aim of teacher evaluation is to improve trust and openness among the teachers, and enhance the performance of students. This study focuses on narrative inquiry and emphasizes the use of story-telling to discuss teacher evaluation for professional development. The participating teachers are able to build a culture of trust in the school, have open discussions and close cooperation, grow in self-reflection and emerge stronger, thanks to teacher evaluation for professional development.
Hoban (2002) stressed that teachers’ professional development is “long-term” and gradual in nature, rather than a sharp and sudden change. Teaching is an art and there is no absolute standard in art. Teacher evaluation for professional development requires time and guidance, and should therefore emphasize reflection, community, action and the establishment of a feedback system. Breiter and Light (2006) pointed out that, in essence, the evaluation data is static and data analysis is the key for understanding the information. One can arrive at meaningful conclusions only by organizing and interpreting the data, taking into consideration the human and environment factors, and the causal relationships between them. Danielson (2008) pointed out that teacher evaluation cannot be abused; its spirit must be respected and professionalism must be maintained. A self-directed professional inquiry is the most powerful pillar of teacher learning and development.
Accordingly, the aim of this study is to understand “Teacher Evaluation for Professional Development” through “reflect back” phenomenon. The knowledge of the leadership provided by principals and the discussions surrounding teachers’ professional development are crucial in understanding school teachers’ professional development and thereby promoting the professional growth of teachers.
Teacher professional development discussion and principal’s leadership
School teacher professional development is a process of mutual influence. Schools should encourage discussions in order to achieve consensus, provide a flexible administration and ensure the professional development of teachers. Conflicts and irrational power relations are a part of any organization, including schools. Leadership plays an important role in resolving conflicts. The managements should encourage diversity in the school organizations (Morgan, 1989). In teacher evaluation for professional development, discussions enhance the problem-solving ability of schools. Consensus plays a major role in promoting school integration; openness to the views of colleagues helps in building a favorable internal and external environment.
Research methods and design
The most important project in the narrative inquiry is to explore the narrative, listen and change course, change the narrative and even change the world (Greelan, 2007). This study primarily uses qualitative narrative inquiry to understand the discussion phenomenon, process and difficulties, and find solutions in the teacher professional development evaluation and teacher professional development discussion. At the same time, the study aims to find the means and strategies of enhancing teacher professional discussion development, aided by leadership provided by principals.
Field of study
The professional elementary school (case school) in this research has handled more than two years of teacher evaluation for professional development. The school also nurtures mentor teacher, elementary and advanced evaluation personnel evaluators, and therefore has many experiences of professional development. This school is located in the south-central mountains, the following general classes are 14, and the school history is dozens of years. This professional elementary school started to participate in teacher professional development evaluation in 2010. Although not every teacher joined in the teacher professional development evaluation program, more than half of the total number of teachers have join this project. During research process, there are four teacher professional development evaluation meetings, with the teachers’ professional dialogue, the relevant time, the topic and related professional dialogue strategies, in this research.
The study participants
These study interviewees are the principals, the dean and two teachers. The participants’ information is summarized as follows.
Principal: he has been teaching for over 30 years. In 2010, he guided the professional team of elementary school teachers participating in teacher professional development evaluation. Before that, he had already listened to a speech about professional development evaluation theory and practice of teachers. He thought that teacher evaluation for professional development was very suitable to teachers and students to improve the quality of the teaching learning effectiveness strategy.
Dean Fang: he has been teaching for more than 15 years. He became a dean in 2010, and also served as Executive Secretary of the professional elementary teacher professional development evaluation tasks. Because of professional applications for participation in the Ministry of Education elementary education professionals task, Dean Fang kept asking one director in core central school. He invited the director to professional partners specialized counseling. Dean Fang also joined in teaching elementary training professionals. He belongs to the first year of participation in professional development evaluators.
Teacher Chi: she has been teaching for less than 10 years. She graduated from government scholarships and then went to a specialized elementary school. She served as a chief executive at first, and became an instructor in the last two years. After one year in the National Affiliated Experimental Elementary Education internship, she has had experience of the tools of teaching professional evaluation, such as the teaching observation and the teaching portfolios.
Teacher Hung: he has been teaching for more than 10 years. He is serving as a professional instructor in an elementary school now. He also participated in the first year of teacher evaluation for professional development tasks that was designed to enhance teaching effectiveness of teaching methods. However, observing teaching professionals, teaching files and action research, he thought that the open classrooms were similar and the tasks overlapped. He worried that the tasks remain in this form and cannot therefore achieve their real goal.
The data collection
This study used a qualitative narrative inquiry to gather information, including documents, records, interviews and observation records. Through the document analyzes, the researcher can explore the context of the teacher professional development evaluation dialogue process, as well as documents; through live observation, the researcher can find out the phenomenon of teacher professional development dialogue, context and process. Through the interview records, the researcher can learn the school teacher professional development evaluation process between principals, the school director and teachers, the phenomenon and the difficulties encountered and resolved by participants. These kinds of data that cross-validation and literature discussions obtain principal leadership and school teachers professional development dialogue.
Documents
In the document analysis, the first number represents the file code, and the second two digits represent the phenomenon of serial analysis of expenses, such as [text 0223-01] being the first number of the first document. After the codes, we can summarize teacher professional development dialogue-related topics. After interacting with other information, dialectical findings and conclusions are recommended.
Observation data
The researchers conducted the study and three meetings of observation records. The observation records and theme analysis such as [view as a phenomenon observed 1103-01 records code]. ‘1103' means the obsevation date. ‘01' means the first sentence.
Interview data
In the interview records, the researchers conducted on-site interviews and voice recorder recordings, and interviews were conducted after the end of the recording data was analyzed [interview0923-01]. After analysis the data numbers are coding and the topics are compiled by statistics to find the limitations and difficulties involved in the research strategy interviewees’ school teacher professional development dialogue.
Research results and discussion
Principal initiates teachers’ evaluation for professional development
Principal leadership starts discussion
Interviews and observations point to the fact that in open discussion of teachers’ professional development, the experience shared is the most important principal initiator. Observation records from such meetings indicate that during every meeting, the interlocutors are principals and contractors. In addition, if the participant discusses the resolution, the principal must also be integrated with the views of the directors and coordinate the decisions. These factors can be found to help start the teachers’ professional development discussion. Today, we are honored that inviting the partner to counseling C and E with us to discuss regulations designed to teach prospective together. Teachers’ evaluation for professional development is the trend of the times, and we are at in the forefront of this era. The teacher profession will be asked more and more, we must advance response. (View 0223-01; principal’s speech) We participate in this project, which also allows us to develop more professionalism; understand more about teaching. So, please express your views later, and we will set up the rules (View 0223-02; principal’s speech) Today, we can hear a lot of teachers’ ideas; I think this is great; we can talk about our own ideas better. (View 1103-17)
The principal promotes teachers’ discussion
The principal plays an important role in coordination. After the school teachers conclude discussing the evaluation criteria, the experts, scholars, teachers and teachers’ participating partners express their views and opinions and discuss them with each other. The principal is expected to propose the decision made in concordance with the discussion. The principal used an inquiry style to coordinate the schedule of tasks: Teachers, then we will do the first two levels, okay? (View 0223-10; principal coordinates decisions) A little bit like a few words of proverbs feels so good (View 0223-13; principal coordinated decision) We put the third self-focused checklist to the school curriculum special courses, with our special courses like reading, swimming that can be linked. (View 0223-25; principal coordinated decision) I think these are very important to focus on teacher education. Teachers in teaching do not have to note that he is concerned about this part. (View 0223-34; principal commendations)
The principal’s perception on teaching impacts the teaching professionals’ development discussion
The principal’s ideas and decisions are important factors. Helleve (2010) mentioned that in order for the teachers’ professional development initiative to succeed, the encouragement of school principals and support of peers were the two important factors. Principals also need to support the director for planning and coordination. The actions of directors, principals, administrative staff, etc., will affect the teachers’ professional development discussion. The professional school must show the principals and directors as a positive force and ensure that the aggressive actions of principals are documented. Professional school principals, directors, and teachers have a strong interest and confidence on the benefits of teaching professional evaluation of teachers’ teaching and students’ learning. (Text 1103-01) In fact, it is not formally discussed now-a-days. In earlier days, the director had talked about some problems of other schools, and the principal was also present. (Interview 0712-01) In the beginning, the teachers who enrolled themselves in were few. The principals encouraged it strongly. The principal suggested that if they failed to participate, they need to join the teaching demonstration, and then encourage each other to invite their peers to participate. (Interview 0712-17) Because the principal feels it is very helpful for teachers to teach specifically. She agreed that and suggested the directors to push the idea. There were many people at the beginning. (Interview 0810-02) I think that the principal is the key influence. The principal pushed administrators to promote. In fact, the executive will also try to advocate and find ways to contribute. (Interview 0712-12)
The conversion will help the principal leadership and initiate teachers’ professional development discussion
Directors believe that principal contractor support is designed to teach important key discussions, and also to encourage the administration to try to make teaching professionals’ experience less pressured and less burdensome; there are directions to follow, such as not to involve them in a lot of unnecessary tasks. At this juncture, the'school administration’s use of power is quite important; it can make the professional development of teachers be spoken by the inner voice of the teachers such as, “you want to change”, “you want to progress”, “you want a difference”, etc. (Fullan, 2001). From the directors' point of view, the focus must be on the meeting. Participants will be willing to participate in discussions, and share this with each other, and this can create cohesion; moreover, teacher professionals' development discussion is an important goal.
Through active participation in the discussion of teachers to share teaching and teaching needs, they can ensure that the focus of professional development of teachers is more focused on the discussion of teaching activities. I’m looking forward to this event: he gave me advice. Because there is such discussion that teaches proprietary, this is more reasonable. (Interview 0816-16)
The school principal also believes that the discussion will affect the interaction between teachers and the administration. She said that the professional elementary teachers and administrators would coordinate and cooperate with each other. The active discussion and freedom can enhance the degree of cooperation between the teachers and administrators; such a discussion is the key to the school promoting more cohesion.
Professional schools’ directors emphasize that teachers should feel no pressure; achieving such a level can be a lengthy affair. At this point, school administrators should be able to transform teachers’ professional development evaluation tasks and strategies to guide teachers to participate in the discussion, but also understand that the course taught by professionals needs to have flexibility and autonomy. Firstly, the teacher did not feel much pressure. We told him to declare this as a valid point lead. We will not have time to flinch too tired. So the first year was quite smooth, and we just continued with the willingness to try. (Interview 0810-09) Support from schools is quite enough. We support the president who is very, very fit, as long as we have mentioned. Whatever we wanted him to do, he would support us. (Interview 0816-36) Principals are very supportive; as long as we have the ideas he will support us. We would be very willing to walk into the principal’s office and talk to her. (Interview 0816-37) Since the launch of the teaching evaluation for professional development program, the administration needs to be explained, and our teachers were very serious. They had different considerations. Administration will take into account the needs of teachers. (Interview 0923-24) You need to use some methods to make the teachers willing to do. (Interview 0923-33) Administrative system needs to let teachers feel comfortable and do not force them to spend too much time on preparing the lessons and sharing their experiences. The administrative system also needs to let teachers feel comfortable. (Interview 0923-34)
Experience sharing in the form of professional development schools as a tool to initiate discussions
Sharing experience of participants in the core school to initiate discussion
All the teachers from professional schools visit the core school participating in the discussion. The directors of the core schools who have contributed to the evaluation of teaching professionals for many years talk extensively about their rich experiences.
Experienced participant teachers can share not only their teaching activity, but also on the policy matters related to the functioning of the participating schools. The experienced teachers are not the only ones to share their experiences, but other teachers also should be encouraged to share their experiences about their own school so as to use this as a basis of reference for future school participants. In fact, it was also the first time we have compiled the school archives, in order to relieve the pressure on teachers; it will put forward the concept of group files. (View 1103-10)
Smooth running of participants’ sharing and interactive discussion
After listening to others, we realize that sharing is a very important part of the “I–Thou” relationship to establish a discussion (Jenlink, 2008). Through the sharing of experience of the core school director, the teachers in the professional school emphasize the advantage of observation in teaching and suggest plans accordingly to the administration. The participating teachers do not want to experience stress; consequently, it will be helpful to the administration plans. Teachers share classroom teaching, and learn from each other. The way we used to observe lessons was with relatively no pressure. (View 1103-11) I will discuss the experiences and ideas of our time in our school that is designed to teach prospective regulation amendments above. (View 0223-14)
The concept of discussion in school professionals’ development
The professional partners were invited to share their experiences with the school teachers such that the teachers can understand the concept of long-term evaluation of teachers’ professional development. The most important thing is to make the teachers realize the importance of this method such that the teachers volunteer themselves to participate in the same. The partners involved should ensure the participation of the majority of the teachers in the school, so that more participants are benefit from the experience shared in this discussion. Teachers are also partners in this process of ongoing discussion, and constantly reminded to design to teach the spirit of flexibility and school-focused. The professional elementary school can accord their needs to the school setting. (View 0223-24)
The experts leading the discussion make the teachers’ professional development discussion more effective
The third recorded meeting of professional schools was also observed under the concept of open sharing of experts and scholars. So, at the beginning of the discussion, the experts and scholars on the concept of sharing should discuss the purpose and direction. Teacher professionals emphasize formative education. I would like to explain this part so that we have no doubt. (View 0309-03) Because the school evaluation is mainly based on observation of teaching, teaching observation and comprehensive reporting project are the same. (View 0309-06)
Meanwhile, experts and scholars participate in professional conferences dedicated to elementary school teachers; also there were teachers who tend to participate in these. There should be joint discussions between the partner teachers, scholars and elementary school professionals such that the partner teachers teach specifically inspired mission operations. These diverse types of teachers’ professional development discussions with solid operational strategies should be designed to teach and contribute to the teacher professional development.
Sharing of experience by peers makes teachers’ professional development discussion more natural
It has been found in interviews that meeting of the teachers to discuss observation records can be found in professional development strategies designed to enable a discussion with experience sharing as the cornerstone. The sharing of experience by teachers is very helpful for teachers participating in professional development. With the sharing of experience, including the experience of other persons invited, such as teachers and peers, the members of the school will continue to build trust among them through discussions. As mentioned in the literature, to explore the professional development, the purposes of evaluation establishes a culture of professional inquiry, discussion and reflection to implement cooperation (Danielson, 2008).
Professional elementary school principals expressed their willingness to share the joy of experience among other teachers, as stated by Craft (2000), hoping that it would benefit in the form of professional development of teachers who are willing to change, to help teachers change. For teachers, it has become to be happy to share; not to be afraid of shameful. (Interview 0923-20) When there is more time to talk about teaching, teaching the toughest things, our focus will be on teaching the unattainable. There is more opportunity to hear people say about that teaching issue. It will be easier to better understand what other people are doing. (Interview 0816-33)
The discussion group of school teachers’ professional development will affect teachers’ evaluation process
Hung, the teacher, in his interview, mentioned that the discussion was different among different school groups. The description of the discussion by Hung between the school teachers for the case of a small group is as follows: School group discussions have different forms. The school has a number of sub-groups with quite the same opinion. They will want to pursue excellence in teaching; a little fellow like us will enhance our teaching as well. (Interview 0712-13) They want to perform; it will require a relatively high self esteem. We just like to join in also with a little concern, so we take it slowly; do not hurry up in haste. (Interview 0712-14) Some teachers reconsider him and are more supportive to principals, for example, the administration who will. (Interview 0712-20) The whole group did not have the unified feeling to get involved in the discussion, as it has been divided into small groups. This is because we have not really done a small group discussion of different groups; some of us might prefer to get it done as soon as possible or by the next semester. (Interview 0816-13)
Conclusions and suggestions
Conclusion
Administrative leadership is the key to initiate the discussion of teachers’ professional development
The principals and directors will guide the teachers through the ideas and directions in the meetings. The teacher will be aware of this and would like to give it a try. In this method, the talks of principals and directors will affect the motivation of teachers, including the future trends of the teaching professional; it will be helpful to the teachers and will help in relieving the pressure on them, etc. This process of talking by the principal and directors on their goals will eventually start to bear fruit in the future. This indicates the start of the teachers’ professional development would still require the principals and directors as the pioneers.
Experience sharing is the weapon of teachers’ professional development
In the elementary schools teaching professionals, records of meetings and interviews and observations clearly signify the importance of experience sharing. The sharing of experiences by experts, scholars and internal members, and the ensuing discussions, are the factors contributing to initiate teachers’ professional development evaluation. Because the experience sharing allows the interaction between the teachers without mounting pressure and competition, it is the best method of interaction and discussion. In other words, if the professional development of teachers were to have a smooth start, the experience sharing is the key.
Participants’ comments shape the development of teachers’ professional discussion
In the school meetings, there are records of the different views expressed by the participants. They spontaneously expressed their views of the teaching professional rules. Everyone’s opinion needs to be respected and given appropriate importance. The respondents also indicated that voluntary, free speech and the coordination group speech are very effective in teachers’ professional development discussions. When a conference has the appropriate focus and goals, the participants in the discussion make the schools more cohesive and interactive. The participants will feel more rational and comfortable when they were willing to discuss more. Then, it will become a better form of school culture development.
Diverse and rich phenomena on professional development of teachers make the discussion more active
Not only the rich and diverse projects of discussion but also the variety of participants are available in the teachers’ evaluation for professional development. Be it the case of whether or not to participate in teachers’ evaluation for professional development, senior or junior, agreement or disagreement with this task, everyone could share their experiences at the conference. Along with this, evaluation of teachers’ professional development discussion shows the variety of participants, and the participation phenomenon makes the teachers’ professional development more active and productive.
Administrative culture affects the functioning of the school teachers’ professional development discussion
In interviews, the school that has the greater number of teachers supports the administrative plan. This school administrative culture also influences the administrative discussion. The more the teachers are involved in discussion the more active it becomes. In this case, the school administration members may just complete the task, but fail to take the initiative to actively participate in the discussion or to guide teachers’ professional development. This condition may lead to an imbalance in the discussion and attention. In the teachers’ professional development discussion, the school culture needs a clear and effective strategy to lead. The school administration needs to be more proactive and create a profitable strategy to lead the development of school culture. In this way, the teachers’ professional development discussion can possibly flourish.
Schools’ secondary group affects the fruits of teachers’ professional discussion
In the interviews, the elementary school principals and directors both chose to sidestep the secondary group phenomenon, but not the active secondary group. As the members of the sub-groups were voluntary participants, they were able to open up to interact with each other. The richness of diverse sub-groups, however, failed to be reflected in the large group discussions. If the enthusiasm exhibited by small groups were to be shared in an interactive large group, it would have promoted teachers’ professional development to be a more active and a substantial discussion.
Suggestions
Suggestions of starting the teachers’ professional discussion
In order to initiate the conversation of teachers’ professional development, the most important factor is that the school administrators should have the power to initiate the discussion. This capability includes leadership, the ability to discuss and listening skills. Therefore, the school training of administrative staff should focus on executive leadership, and the ability to listen to administrative discussions. At the beginning of teachers’ professional development discussion, experience sharing is a very important part. Therefore, schools need to guide members through the discussion, and more opportunities to share experiences will be created. They will be able to promote the professional development of teachers with professional-oriented discussion, and share professional development habits and characteristics. To start a discussion of teachers’ professional development, the school administrators, appropriate guidance and experience sharing are all very important. In addition, for the school administration, it is continued use of the opportunities to guide members to share the school teaching wisdom. It will be able to achieve the goal of teachers’ professional development when the discussion starts.
Suggestions for the teachers’ professional development discussion
School staff must also develop a pluralistic discussion sharing culture. When the school administration invites the members to share the individuals’ or group’s ideas, and the school members are also willing to actively share, the teachers’ professional development discussion will become more diverse and perform better. With multi-differentiated professional development discussion phenomena, the teachers’ professional development will start a discussion actively. In order to achieve the target of openness and equality of discussion, there is no standard rule of thumb. Therefore, it is the duty of the school administration to seize every opportunity for discussion to make it diverse and rich. Creating more diverse and rich discussions can lead school membership to develop a diversified professional development.
Strategy of teachers’ professional development discussion to resolve the problem
School cultures and habits are the old problems. If the schools want to change for the smooth functioning of teachers' professional development discussion, school administrators must be aware of it. If the culture and habits of the old model are poor application of new thinking, schools need to learn to interact with the team. If it is found that the school culture has the suicidal thinking of haste, members or staff can create more innovative teaching activities. The diverse and innovative teaching activities can lead the members to restart the school's creative thinking of education and inject novel ideas to enable the active development of school culture. As the creative team members must have the ability to promote more discussion, and the teachers' professional development discussion can be more focus on students learning and fulfilling the goals.
Footnotes
Declaration of conflicting interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Ministry of Science and Technology 102-2511-S-415-017.