The Bachelor of Fine Arts B. The College also awards the Bachelor of Music B. University programs leading to teacher certification in art and foreign languages are available to undergraduate students registered in the Dorothy F. Schmidt College of Arts and Letters.
November Volume 70 Number 3 Teacher Evaluation: Fiarman A look at seven districts' Peer Assistance and Review programs shows what it takes for this approach to succeed. Peer review of teachers is controversial for several reasons.
Some say peer reviewers encroach on the rightful domain of the principal as instructional leader. Others argue that, because peer evaluators are fellow teachers, they may be biased or unwilling to make hard decisions.
Many teachers find the prospect of peer evaluation unsettling because it violates the professional norm of egalitarianism—the assumption that "we're all equal. Now that districts across the United States are rushing to implement new evaluation systems, many are taking a new look at peer review.
They have good reason to do so. Peer evaluators can reduce the demand on administrators' scarce time, provide subject-matter expertise that a principal may lack, introduce the teacher's perspective into the evaluation process, and enable teachers to take greater control of their profession.
On the other hand, research suggests that without clear evidence of their expertise and deliberate support from administrators, peer reviewers may not have the credibility they need to ensure that their colleagues accept their judgment and advice Donaldson et al.
Does peer review have the potential to be used widely and to improve teacher evaluation? Or is it too problematic to succeed and last? In PAR programs, peer reviewers often called consulting teachers leave the classroom for 3—5 years to provide intensive, individualized help to a caseload of 15—20 teachers.
Most teachers in their caseload are novices, but some are experienced teachers who have been judged in need of improvement and referred to PAR by their principal.
After consulting teachers have spent several months providing concentrated, individualized help to each teacher, they evaluate whether that teacher meets the district's performance standards.
Subsequently, consulting teachers file a report about each teacher with the PAR panel, a joint labor—management committee overseeing the program. In some districts, the PAR panel relies on the consulting teacher's report as the sole, official evaluation for a teacher; in other districts, the panel reviews the consulting teacher's report alongside the principal's evaluation.
In all districts, however, the consulting teacher's report is the primary document that the panel considers in deciding whether to recommend that a teacher be reappointed or dismissed.
PAR provides teachers with expert advice for improvement and, if that effort fails, a clear path to dismissal. Because due process is ensured in all aspects of PAR, districts rarely encounter legal challenges to their decisions. We visited the districts, examined local policies, and interviewed 25—30 participants and stakeholders in each—consulting teachers, union leaders, district administrators, principals, and panel members.
First-year retention rates averaged 90 percent across the seven districts, far exceeding the national average for similar districts. However, when novice teachers did not meet the district's standards, they were dismissed.
As one district administrator said, "If you tenure somebody that's not really good, those are million-dollar decisions. The other two-thirds were either dismissed formally or chose to resign or retire.
Dismissal proceedings for tenured teachers went smoothly because the PAR panel, which included both administrators and teachers, ensured that due process was provided. Finally, and perhaps most important, administrators and teachers widely reported that instruction improved throughout their schools as a result of intensive assistance and review by consulting teachers.
Most consulting teachers in these districts reported finding their work challenging and rewarding. Teachers were inclined to trust and respect the consulting teachers because they were chosen in a rigorous, competitive process and because PAR was cosponsored by the teachers union.+; +; +; +; + | E-MAIL: [email protected] A reader writes: I manage a team, and part of their jobs is to provide customer support over the phone.
Due to a new product launch, we are expected to provide service outside of our normal hours for a time. words for personal statement Dismissal Tenured Teacher Dissertation essays to apply for college scholarships cold war research paper.
UHRs termbase for universitets- og høgskolesektoren UHR's Termbase for Norwegian higher education institutions: Hva ønsker du oversatt? / What do you want to translate (then click on "Oversett"). The Impact of Dismissal of Non-tenured Teachers on Principals in Tennessee _____ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis.
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