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ERIC Number: ED223606
Record Type: Non-Journal
Publication Date: 1982-Feb
Pages: 12
Abstractor: N/A
Reference Count: N/A
Teacher Performance Assessment Instruments: A "Personalized" Approach to Staff Development.
Weller, L. David
A need exists for a comprehensive inservice teacher education delivery system which: (1) is sequential; (2) is based on identified teacher needs through classroom observations and analysis of unit and daily lesson plans; and (3) promotes professional growth and facilitates the achievement of program goals. A survey conducted by professors with the University of Georgia Teacher Assessment Project identified 14 generic competencies comprising 3 categories: teaching plans and materials, classroom procedures, and interpersonal skills. These competencies formed the Teacher Performance Assessment Instrument (TPAI) used in a triad teacher evaluation, conducted by a certified data collector, a building principal, and a peer teacher selected by the teacher being assessed. A personalized synergistic approach to staff development at the local level was developed using the TPAI findings to increase latent teacher competencies. The program was a collaborative effort involving beginning teachers, exemplary teachers selected by the school district as resource persons, and university instructors. After skill needs were identified, instruction was given through small and large group discussion, demonstrations, tutorial exercises, role playing, classroom visits, and resource materials. The resource teachers acted as role models and assisted in classroom observations as well as in the preparation of teaching materials. The 23 teachers who participated in the winter 1981 program successfully demonstrated competency in all areas during the final observation. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Performance Assessment Instruments