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ERIC Number: ED335398
Record Type: Non-Journal
Publication Date: 1990-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
Teaching and Learning Components for Induction and Renewable Teacher Certification: A Statewide Verification Study.
Logan, Connie S.; And Others
The purpose of this paper is to report the results of a statewide content verification survey (CVS) of teachers to verify an initial set of System for Teaching and Learning Assessment and Review (STAR) teaching and learning components as being reasonable expectations for beginning and/or experienced teachers in Louisiana. The draft STAR was developed in 1988-89, and is used to train principals, master teachers, supervisors, college faculty, and other educators to complete thorough assessments of teachers' classroom performances for the purpose of renewable professional certification. The STAR is organized into four performance dimensions: (1) preparation, planning, and evaluation; (2) classroom behavior management; (3) learning environment; and (4) enhancement of learning, each of which is defined by sub-elements called Teaching and Learning Components (TLCs). Study data were collected from 2,300 public school teachers (representing a 38.3% return rate) in May 1989 using a mailed survey. In addition to obtaining demographic data, the survey asked teachers to make dichotomous ("Yes" or "No") judgments relative to five key areas of the STAR TLCs (whether or not items were clearly stated, applicable to subject areas taught, free of bias, representative of reasonable expectations of performance, and essential to the enhancement of student learning). Percentages of "Yes" responses ranged from a low of 62% for "essential to the enhancement of student learning" for the Allocated Time/Content Coverage component to 99% for this same question for the component of Monitoring/Maintaining Appropriate Behavior. An overwhelming majority of respondents endorsed each TLC as applicable to their subject areas in elementary school and secondary school settings. The results support the TLCs as reasonable performance expectations for beginning and experienced teachers and as essential to the enhancement of student learning. They were also supported in terms of their direct observability in the classroom and their freedom from bias. Two data tables are included. Appendix A provides an outline of STAR criteria, and Appendix B presents instructions for the Louisiana teacher CVS. (RLC)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A