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ERIC Number: ED275044
Record Type: RIE
Publication Date: 1986-Oct
Pages: 23
Abstractor: N/A
Reference Count: 0
After the Identification of Incompetence: Then What?
Bryant, Miles T.
Many factors make it difficult to identify a teacher formally as incompetent and to act on that identification once it is made. These factors include time constraints, bureaucratic requirements, and reluctance to face emotional stress. Once a poor teacher is identified, efforts are rarely made to help the teacher improve. Unsatisfactory performance can be found in any of several aspects of a teacher's job, including subject area knowledge, ability to impart that knowledge, ability to maintain discipline, and others. The causes for poor performance can lie within the teacher, within the school, or in outside factors affecting the teacher. Remediation for teachers can take such forms as goal setting, instructional input, modeling, practice, counseling, environmental change, and others. The reasons why such improvement efforts are rarely undertaken may include lack of time or funding, but may also have to do with the fact that as organizations, schools are conservative and tend to try to minimize risk rather than seeking to maximize gain. Teacher evaluators tend to prefer to identify incompetent teachers as competent rather than risk identifying competent teachers as incompetent. Evaluation systems should be revised to allow for more effective remediation. (PGD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Based on a presentation at a conference on Partnerships in Education, sponsored by the Nebraska Department of Education (April 1986).