IPPs for big people : accountability and leadership for professional development
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Date
2003
Authors
Stendebach, Brenda
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003
Abstract
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.
Description
viii, 83 leaves ; 29 cm. --
Keywords
School management and organization -- Alberta , Educational leadership -- Alberta , Teacher-administrator relationships -- Alberta , Teachers -- In-service training -- Alberta