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ERIC Number: ED243198
Record Type: RIE
Publication Date: 1984
Pages: 39
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-87367-201-1
Master Teachers. Fastback 201.
Moore, Richard W.
A nationwide interest in master-teacher plans has arisen as a response to the general malaise in education, but the viability of such plans depends on finding answers to certain crucial problems. Some basic issues must be addressed before master teachers can even be identified: whether a heirarchy of teachers should be established, or prior conditions be met for appointing master teachers, or a maximum number of master teachers per district be set. Master teachers have generally been recognized through their superior knowledge of the subject, as well as for their teaching skills and ability to command respect. Tests can accurately determine a teacher's knowledge of the subject area; teaching skills may be measured against predetermined school objectives, with professional teams judging teachers' performance; ability to work with others (command respect) can be guaged by a comprehensive file on teachers. The much-discussed criteron of producing demonstrable results in students is difficult to measure with public school populations, and so should be suspended until it can be more accurately and fairly measured. Once master teachers are identified, local districts must consider contract provisions for special roles in school programs and special compensation. Moreover, school districts must cooperate with government and university in funding and training for master-teacher plans. (JW)
Publications, Phi Delta Kappa, Eighth Street and Union Avenue, Box 789, Bloomington, IN 47402 ($.75; quantity discounts).
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: Phi Delta Kappa, Columbus, OH.
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.