Help-line for at-risk teachers : a case study of an innovative model for personalized staff development

Abstract

The purpose of this study was to provide a description of an innovative model for personalized professional assistance called the Institute for Professional Development, and to determine the most effective strategies to help teachers at risk. A profile was developed of the marginal and incompetent teacher at risk of failing. Data for the study were collected in three phases: (1) in-depth interviews with 10 educators involved in the planning stage; (2) demographic description of the client base, numbering 96 teachers; (3) in-depth interviews with 24 teacher clients representing a cross-section of the Institute population. The coilected data indicated the following conclusions: (1) There was .a definite need for a program offering personalized assistance in professional teaching skills. Teachers reported improved self-confidence. (2) The degree of improvement was relative to teachers' competency levels. Competent teachers and those needing specific assistance made the most progress. Little improvement was demonstrated by teachers in the marginal and incompetent categories mainly due to an inability to accept their weaknesses and a lack of commitment to the a$sistance program. (3) Classroom management was the major reason for contacting the Institute. (4) The most effective strategies included the intake conference, classroom observations and nonevaluative feedback, visits to other teachers' classrooms, and small group work sessions allowing for group sharing and problem solving. (5) Validation of teachers' skills and strengths, even if limited, was the most effective method of developing trust and a receptivity to change. (6) Numerous competent teachers contacted the Institute because they were unable to identify resources to meet their professional growth goals elsewhere. (7) Teachers at all levels of competency and experience hesitate to discuss concerns with their supervisor due to the conflict with evaluation and/or their perception that the supervisor does not have the skill, time or interest in helping them.

Notes

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Graduation Date

1991

Semester

Fall

Advisor

Rothberg, Robert A.

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Services

Format

PDF

Pages

274 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Location

Orlando (Main) Campus

Identifier

DP0028124

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Accessibility Status

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