Date of Award
1-1-1992
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Joan Mignerey
Committee Member
Thrisha Shiver
Committee Member
Amanda Miles
Keywords
beginning teachers, classroom performance, evaluation, Georgia Teacher-Observation Instrument, mentor teachers, orientation programs, out-of-state teachers, positive thinking skills, professional development, program evaluation, rural schools, staff development, teacher effectiveness, teacher evaluation, teacher induction, teacher mentoring, teacher observation, teacher training, veteran teachers
Abstract
This report describes a program for improving effective classroom performance in a rural community. Issues requiring attention include discrepancy of effective practice rates between those teachers trained in-state and those trained out-of-state, implantation of a new evaluation program, and misunderstandings as to the requirements of the evaluation. These problem areas were noted in a review of evaluation results, consultation with Regional Assessment Center personnel, and interviews with system personnel.
Methods of intervention included mandatory orientation and optional staff-development sessions for beginning teachers, a mentor teacher program including voluntary participation by first-year teachers and training sessions for veteran teachers. Positive thinking skills were also part of the intervention process. These methods were supposed not only by a literature review of the subject but in opinions offered by experts in the field of education.
As a result of practicum intervention, out-of-state trained teachers in the program achieved scores on the Georgia Teacher-Observation Instrument (GTOI) at a rate four times higher than their out-of-state colleagues who chose not to participate in the mentor program. Additionally, the average scores of program participants from out-of-state equaled the average scores of non-participants trained at Georgia colleges.