By Heinrich Mintrop
This paintings analyzes what occurs whilst faculties are wear probation for failing to satisfy their responsibility development goals. It examines responsibility layout matters, organizational improvement, instructor motivation, and curriculum alterations.
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Extra resources for Schools on Probation: How Accountability Works (And Doesn't Work)
Example text
Novice teachers, of whom they were many, reminded themselves that they could hardly be causing the problem because of their short tenure, like the teacher who recounted this dialogue among colleagues: There were some other teachers, I think, who were newer teachers who were like, “Oh . . it’s so bad, . ” I’m like, we weren’t here when it happened, so don’t get upset by it. . I feel confident in myself, what I’m doing, and I feel as though as a teacher, I am doing what I’m supposed to do to make sure that the kids understand the lesson.
Very few teachers from either state conceded in the anonymous survey that they might need help. Sense of competence and actual teaching experience, however, were not necessarily congruent. Having high confidence in their own competence, teachers had a strong tendency to attribute their school’s problems to external factors by translating the school’s low scores into low student performance, although some, particularly administrators and instructional specialists, criticized teachers as well. In the view of a majority of interviewees, the challenging living circumstances of the students—poverty, unstable families, drugs, high mobility, and the like—were dominant explanations for the school’s decline and made it difficult for them to raise student performance: I don’t think it is, honestly I don’t think it’s the teaching as much as it is the children.
And only 7% were reportedly not certified or not fully certified for the field they taught. , and about onethird were uncertified or not fully certified for the field they taught. Most of the respondents who were not fully certified (73%) were within their first 3 years of teaching. Tenure at school sites was biased toward the shorter term, with 53% of responding teachers in Kentucky and 71% in Maryland having been at their schools for 5 years or less. In the Maryland sample, almost one-half of respondents (46%) had been teaching for 5 years or less.
