The purpose of this study was to describe the implementation of performance-based certification in Georgia as it impacted upon the instructional supervision provided to beginning teachers participating in the on-the-job performance assessment phase of certification. Specific information was sought concerning the supervisory tasks of assessment and staff development through a case study approach, using a structured interview schedule. The study proposed to answer the following questions: (1) Does the assessment of beginning teachers involve a cyclical process of planning, observation, analysis, and feedback? and (2) Does staff development for beginning teachers address strengths and weaknesses identified during teacher assessment? / A sample school system representative of Georgia school systems was selected for this study. The population sample consisted of 59 participants. / From the data obtained, the following conclusions were generated. Beginning teachers received orientation to the performance-based certification program from the Regional Assessment Center yet more than half were not sure of half or more of the teaching competencies to be assessed. Beginning teachers received little if any assistance in planning for assessment. Assessment procedures for the interviews and observations were implemented according to guidelines. Analysis and feedback to the beginning teacher concerning teaching performance was much more detailed and specific if the original Regional Assessment Center data collector conducted the post-observation conference. The school system had no definitive staff development framework and policy for beginning teachers. Staff development addressed the needs of individual school faculties and was usually conducted by Cooperative Educational Service Agency consultants. Beginning teachers had to find out about staff development opportunities on their own initiative. There was confusion regarding the responsibilities of each supervisory group in the assessment process as well as in staff development efforts. Supervisory personnel were not sensitive to the needs of beginning teachers participating in the performance-based certification program. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0333. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75040 |
| Contributors | BRUBAKER, MARY JOANNE ALLMAN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 205 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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