ERIC Number: ED207949
Record Type: RIE
Publication Date: 1980-Jun
Effective Teacher Training and Urban School Improvement.
Lezotte, Lawrence W.
Effective training for teachers in urban schools should begin from and be based upon an analysis of teacher work success. The major steps in the development of a success-based teacher training program (both preservice and inservice) are: (1) locate the educational settings where successful teacher practices are evident; (2) study the teachers instrumental in providing the desired outcomes; (3) analyze and synthesize the data; (4) develop training processes for the skills and knowledge needed; and (5) conduct followup evaluations. Two fundamental assumptions of this "backward planning model" are that the criteria for judging teacher work success can be agreed upon and that applications of the success criteria can yield positive results. Other suggestions for improving preservice teacher education are that teacher education curricula should build on students' prior knowledge and should be tailored to round out teacher candidates' preparation. Increased attention should be given to group instruction for the prospective teachers' sense of efficacy. Inservice teacher education programs should be treated quite separately from preservice, since the challenges and contextual realities are different. Effective inservice training is organized around as many teachers as possible within an individual school and demands considerable commitments of time and dedication. (FG)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Workshop Series "Strategies for Urban School Improvement" sponsored by the Bureau for School Improvement in cooperation with the Educational Forum Branch of the Horace Mann Learning Center (June 10, 1980).