IPPs for big people : accountability and leadership for professional development

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Stendebach, Brenda
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003
The Alberta government's recently mandated Teacher Growth, Supervision and Evaluation Policy has given rise to much discussion of accountability, professional development and supervision of teachers. The purpose of this study is twofold: to determine teachers' understanding of and commitment to professional development and to determine what active role a school administrator can play in the process of teacher growth and supervision. This study addresses the following question: In what way does more frequent consultation between elementary school teachers and a school administrator influence professional growth? Eighteen teachers were surveyed to determine their perceptions of and attitudes towards the writing of Professional Growth Plans. Four teachers participated in monthly meetings with a school administrator and were also interviewed on several occasions. The results clearly indicate that teachers prefer to set their own goals for professional growth and development. They also prefer to develop their own strategies for accountability and evaluation of their teaching. Recommendations for administrators include engaging in frequent process consultation with teachers; making time for teachers to meet, discuss, and collaborate on professional development; and creating meaningful evaluation methods and tools.
viii, 83 leaves ; 29 cm. --
School management and organization -- Alberta , Educational leadership -- Alberta , Teacher-administrator relationships -- Alberta , Teachers -- In-service training -- Alberta