Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Joan Mignerey
Keywords
Teachers, Evaluation, Beginning teacher
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.