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ERIC Number: ED447088
Record Type: Non-Journal
Publication Date: 1998-Apr-17
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparative Analysis of Teacher Peer Review Programs in Four Urban Districts: Professional Unionism in Action.
Kelly, Philip P.
This paper examines the development and implementation of peer-review-based teacher evaluation programs representing the vanguard of a paradigmatic shift occurring within teachers unions. It explores how teachers and their local unions reconcile competing criteria for legitimacy within the institutions of teacher unionism and professionalism by examining the phenomenon of union-sponsored teacher peer review programs. This case study involved examining documentary artifacts for such programs nationwide and conducting site visits and interviews in four districts. Interviews involved superintendents' office representatives, union presidents, school board members, peer evaluators, and evaluated teachers. Teachers completed group interviews. Teacher peer review programs offered unions an avenue for successfully reconciling the competing criteria for legitimacy, though program implementation did not guarantee successful reconciliation. There were strong supporters of peer review in each district, with strong critics less evenly distributed. All four programs contributed to the betterment of overall teacher quality, though these contributions were not sufficient to meet the professional criterion for quality. To do so, unions needed to take collective responsibility for self- regulated quality control of their members. Three of the unions accepted the requisite responsibility, with varying levels of effectiveness and program quality. Policy recommendations are included. (Contains 11 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A