A Teacher-Professor Partnership Model for Career Ladder Assessment and Growth.

Autor/inn/en	Brown, Doris M.; Morrison, Marilyn
Titel	A Teacher-Professor Partnership Model for Career Ladder Assessment and Growth.
Quelle	(1986), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Ladders; College School Cooperation; Coordinators; Developmental Programs; Elementary Secondary Education; Higher Education; Incentives; Inservice Teacher Education; Institutes (Training Programs); Professional Continuing Education; Rewards; Self Actualization; Teacher Effectiveness; Teacher Evaluation; Teacher Improvement; Teacher Promotion; Teacher Salaries + Suchen Sie Ihr Suchwort? Koordinator; Entwicklungsplan; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anreiz; Lehrerfortbildung; Sommerakademie; Berufsfeldbezogener Unterricht; Weiterbildung; Reward; Belohnung; Self actualisation; Selbstverwirklichung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrerbesoldung; Lehrervergütung
Abstract	This paper discusses a career ladder plan developed by the Clayton (Missouri) School District and the teacher assessment procedure developed to implement that plan. The basics of the plan include (1) a 20-step basic salary schedule, (2) a system of incentives and rewards available to each teacher at each stage of the career ladder, and (3) an evaluation system designed to promote continued growth personally and professionally. For each of five career stages (Probationary, Internship, Career Teacher, Career Teacher Extended Status, and Career Teacher Portal), evaluations, expectations, and incentives are spelled out. To carry out these guidelines, the School of Education, University of Missouri, created a procedure for teacher assessment and growth involving (1) collection of teacher performance data; (2) analysis of data by the teacher, evaluation coordinators, and the teacher's supervisor; (3) selection of a professor to work with; (4) development of a growth plan; (5) implementation of the plan; and (6) a final report on the teacher's development. Growth objectives are divided into three phases: immediate, intermediate, and long term. The first two are to be accomplished during one year, and the third is to be accomplished over three years. Outcomes are discussed under the following headings: (1) Outcomes for the Individual Teacher; (2) Factors Important to Success; (3) Benefits to the University; and (3) Benefits to the School District. (WTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC