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A Paradigm for Accountability. QuEST Paper 12 [microform] / Bob Bhaerman
Bib ID 5210860
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bhaerman, Bob
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
10 p. 
Summary

A design is proposed which would unite the elements of teacher evaluation, differentiated staffing, and inservice education into continuous progress plan, in which teachers would undergo continuous growth experiences and assessment to prepare them for a variety of horizontally differentiated roles. In this way all aspects of a teacher's role--verbal behavior, personal characteristics, and subject matter knowledge--would assume equal importance, and the devisiveness inherent in an arbitrary designation of vertical levels of staffing would be avoided. This three-way design could make the schools truly accountable to the clients of education. (RT)

Notes

Availability: AFT, 1012 14th Street, N.W., Washington, D.C. 20005 ($0.20).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Evaluation Criteria.  |  Horizontal Organization.  |  Vertical Organization.  |  Accountability.  |  Differentiated Staffs.  |  Inservice Teacher Education.  |  Teacher Evaluation.
Other authors/contributors American Federation of Teachers, Washington, DC
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