ERIC Number: ED259468
Record Type: RIE
Publication Date: 1984-Nov-16
Reference Count: 0
Helping Teachers Get Better: A Staff Development Project That Works.
Rothberg, Robert A.
This proposal is predicated on the assumption that in order to improve instruction, formative assistance must be conceptually separated from summative evaluation. Teacher improvement requires the involvement of other teachers, department chairs, students, parents, and administrators, whereas summative evaluation is separate from the growth process and should only involve the administrator and the teacher. Accordingly, the first part of the proposal is devoted strictly to the formative evaluation process, outlined in six steps: (1) teacher awareness activities; (2) a professional growth plan; (3) ongoing conferences, observation, and feedback between teacher and peer-coach throughout the year; (4) monitoring of staff members' growth plan by department chairs; (5) conferences with outside consultant; and (6) a written self-evaluation by teacher submitted to the principal at the end of the school year. The second part, on the summative system, lists typical minimum performance expectations for use by the principal and teaching staff. Appraisal of these minimum expectations is made through the administrator's daily interaction with staff, and recorded on a formal assessment instrument to satisfy legal requirements. Assessment of minimum competency should be distinct, however, from teachers' professional growth process. (TE)
Publication Type: Opinion Papers; Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of States on Inservice Education (9th, Orlando, FL, November 16-20, 1984).