ERIC Number: ED362502
Record Type: RIE
Publication Date: 1992
Reference Count: 0
Teacher: A New Definition and Model for Development and Evaluation.
Regan, Helen B.; And Others
This book presents a conceptual model that supports a comprehensive program for professional development and evaluation. "The Professional Educator Development Model" is a framework that includes both a reconceptualization of teachers' roles and renewed consideration of how teachers' beliefs and desired student outcomes influence teacher decisions. Critical attributes of a school culture wherein such a program can take root and grow are presented and the responsibilities of administrators in creating and maintaining an enabling school culture are specified. The publication begins with an introduction that describes the relationship between professional development and teacher evaluation, the assumptions on which this model rests, and an overview of the model. Succeeding chapters discuss aspects of educational knowledge and practice that the model encompasses: (1) being clear about student outcomes; (2) teacher beliefs; (3) teacher knowledge; (4) teacher responsibilities; and (5) school culture and the administrator role. Ideas and conclusions, as well as reflective activities which can be used for professional development groups are included. Appendixes provide a copy of the Connecticut Competency Instrument used to assess the performance of first-year teachers, and a list of competencies for experienced teachers. (Contains 42 references.) (LL)
Descriptors: Administrator Role, Beginning Teachers, Cultural Context, Decision Making, Educational Objectives, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Pedagogical Content Knowledge, School Culture, Teacher Attitudes, Teacher Evaluation, Teacher Responsibility, Teacher Role, Teaching Experience, Teaching Models
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Sponsor: Connecticut State Dept. of Education, Hartford.
Authoring Institution: N/A
Identifiers: Knowledge Base for Teaching; Teacher Knowledge