ERIC Number: ED041870
Record Type: RIE
Publication Date: 1970-Aug
Reference Count: 0
A Paradigm for Accountability. QuEST Paper 12.
A design is proposed which would unite the elements of teacher evaluation, differentiated staffing, and inservice education into continuous progress plan, in which teachers would undergo continuous growth experiences and assessment to prepare them for a variety of horizontally differentiated roles. In this way all aspects of a teacher's role--verbal behavior, personal characteristics, and subject matter knowledge--would assume equal importance, and the devisiveness inherent in an arbitrary designation of vertical levels of staffing would be avoided. This three-way design could make the schools truly accountable to the clients of education. (RT)
Descriptors: Accountability, Differentiated Staffs, Evaluation Criteria, Horizontal Organization, Inservice Teacher Education, Teacher Evaluation, Vertical Organization
AFT, 1012 14th Street, N.W., Washington, D.C. 20005 ($0.20)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Federation of Teachers, Washington, DC.