ERIC Number: ED217000
Record Type: RIE
Publication Date: 1981-Dec
Reference Count: N/A
Professional Development Perspective of Classroom Management and School Effectiveness.
In addressing three aspects of teacher education--initial preparation, continuing education, and certification--state departments of education must be outcome-oriented and leave teacher education institutions and school districts free to explore alternate delivery systems. The state's involvement in initial preparation of teachers should be to ensure that attention is given to basic skills, general studies, content specialization, and professional education. State departments of education need to view educational personnel development as a continuum. At one end is the initial preparation; the outcome from that should be a clear-cut delineation of what the professional can do. The preparation outcome should flow into the beginning teacher's practices, and beginning teacher practices should flow into the experienced teacher's profile. There is a need to establish realistic expectations of colleges and to communicate them to the school districts so that the resulting professional profile will allow the individual to grow as a professional. State education agencies, higher education, and school districts must each recognize the expertise and individuality of the other. Within the profession, there are roles for each of these constituencies. (JD)
Descriptors: Elementary Secondary Education, Government Role, Government School Relationship, Higher Education, Inservice Teacher Education, Outcomes of Education, Professional Development, Program Improvement, School Districts, School Effectiveness, Schools of Education, State Departments of Education, State Standards, Teacher Certification, Teacher Education, Teacher Effectiveness
Not available separately; see SP 020 132.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Regional Forum "Improving Basic Skills Using Research and Development" of the Appalachia Educational Laboratory (Charleston, WV, November 12-13, 1981).