NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED033882
Record Type: RIE
Publication Date: 1969-May
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Position Statement on the Concept of Differentiated Staffing.
National Education Association, Washington, DC. National Commission on Teacher Education and Professional Standards.
The National Education Association (NEA) National Commission on Teacher Education and Professional Standards (NCTEPS), believing that the differentiated staffing concept is a promising idea worthy of development and testing, encourages (1) development of a wide variety of model plans for differentiation of school staffs; (2) the full partnership of teachers and local education associations in developing designs and carrying on experimentation, evaluation, and (if determined appropriate) full implementation; (3) well-planned and controlled tryouts of models in a limited number of school settings; (4) rigorous evaluation of experiments employing a variety of appropriate criteria; (5) dissemination of information about models, experimentation, and objective interpretation of the findings from evaluation; and (6) development of means of implementing or adapting whatever successful techniques result. (Included in the paper are a section on "Rationale for Change in School Staffing Patterns," which lists circumstances indicating that present roles of teachers and other personnel require further refinement and differentiation, and a series of "Discussion Paragraphs" on definition of the differentiated staffing concept, evaluation to be employed in giving the concept an objective trial, career patterns in teaching, the generalist teacher, and the "centrality of functions.") (JS)
National Commission on Teacher Education and Professional Standards, 1201 16th St., N.W., Washington, D.C. 20036 (No charge)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC. National Commission on Teacher Education and Professional Standards.
Identifiers: N/A