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A framework for the evaluation and s...

Glass, William Robert.

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A framework for the evaluation and support of marginal teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A framework for the evaluation and support of marginal teachers./
作者:	Glass, William Robert.
面頁冊數:	387 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2642.
Contained By:	Dissertation Abstracts International56-07A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9539809

A framework for the evaluation and support of marginal teachers.
Glass, William Robert.

A framework for the evaluation and support of marginal teachers. - 387 p.

Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2642.

Thesis (Ed.D.)--Columbia University Teachers College, 1995.

Through the teacher evaluation process, some teachers are identified as being incompetent and failing to meet the minimum professional performance standards established by their school districts. In some instances the administrators who identify these poor performers will rate their performance as being satisfactory due to concerns associated with the evaluation and possible dismissal of these teachers including: the administrator's inability to effectively document the incompetent teacher's behavior; the potentially high cost associated with teacher termination, and inadequate methods for providing appropriate support to these teachers.Subjects--Topical Terms:

783747
Education, Teacher Training.

A framework for the evaluation and support of marginal teachers.
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245 1 2 $a A framework for the evaluation and support of marginal teachers.
300 $a 387 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2642.
500 $a Sponsor: Judith M. Burton.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 1995.
520 $a Through the teacher evaluation process, some teachers are identified as being incompetent and failing to meet the minimum professional performance standards established by their school districts. In some instances the administrators who identify these poor performers will rate their performance as being satisfactory due to concerns associated with the evaluation and possible dismissal of these teachers including: the administrator's inability to effectively document the incompetent teacher's behavior; the potentially high cost associated with teacher termination, and inadequate methods for providing appropriate support to these teachers.
520 $a Consequently, some administrators simply ignore the performance of their marginal teachers and "learn to live with their mediocre teaching abilities" or arrange for a marginal teacher in their school to be transferred to another school.
520 $a This dissertation argues that a more appropriate option involves the implementation of a comprehensive local marginal teacher performance documentation process and an intensive peer coaching program designed to provide ongoing support to incompetent teachers. Special reference is made to marginal art teachers.
520 $a This dissertation provides an overview of the development, current status, and implementation of the teacher evaluation process. It is noted that it is appropriate to apply most evaluation criteria to art teachers. However, it is argued that special consideration needs to be made in the area of art content knowledge.
520 $a It also reviews basic evaluation procedures and professional development programs designed to support teachers. It argues that while these initiatives tend to be effective with teachers demonstrating average to above average performance, they do not sufficiently address the severe performance problems associated with marginal teachers, with the exception of peer coaching.
520 $a Finally, a framework is presented, comprised of 6 dimensions which can be used to facilitate a school district's ability to plan for the implementation of a comprehensive and integrated marginal teacher evaluation and support program. The dimensions focus on strategies for establishing an alternative evaluation process, selecting and training administrative evaluators and a peer coach, the coaching process, and necessary resources. An example of how each dimension is applied to an art teacher is presented as are questions designed to assist in the planning process.
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791 $a Ed.D.
792 $a 1995
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