scholarly journals Veteran Teacher Perceptions of the Grossmont Model of Peer Assistance and Review (PAR). Is it a Viable Alternative to Traditional Evaluation?

2002 ◽  
Author(s):  
◽  
Edwin Basilio
Keyword(s):  
Teacher Perceptions ◽  
Viable Alternative ◽  
Veteran Teacher ◽  
Peer Assistance And Review ◽  
Peer Assistance ◽  
Traditional Evaluation

Organizational Policies and Programs to Reduce Job Stress and Risk of Workplace Violence Among K-12 Education Staff

2017 ◽  
Vol 27 (4) ◽  
pp. 559-580 ◽  
Author(s):  
Paul Landsbergis ◽  
Jeanette Zoeckler ◽  
Zerin Kashem ◽  
Bianca Rivera ◽  
Darryl Alexander ◽  
...  
Keyword(s):  
Collective Bargaining ◽  
Workplace Violence ◽  
Public Awareness ◽  
Empirical Studies ◽  
State Legislation ◽  
Organizational Policies ◽  
Peer Assistance And Review ◽  
Peer Assistance ◽  
Policies And Programs ◽  
K 12

We examine strategies, programs, and policies that educators have developed to reduce work stressors and thus health risks. First, we review twenty-seven empirical studies and review papers on organizational programs and policies in K-12 education published from 1990 to 2015 and find some evidence that mentoring, induction, and Peer Assistance and Review programs can increase support, skill development, decision-making authority, and perhaps job security, for teachers—and thus have the potential to reduce job stressors. Second, we describe efforts to reduce workplace violence in Oregon, especially in special education, including legislation, collective bargaining, research, and public awareness. We conclude that to reduce workplace violence, adequate resources are needed for staffing, training, equipment, injury/assault reporting, and investigation. Third, we discuss collective bargaining initiatives that led to mentoring and Peer Assistance and Review and state legislation on prevention of bullying and harassment of school staff. Finally, we present a research agenda on these issues.

Making Sense of Distributed Leadership: The Case of Peer Assistance and Review

2004 ◽  
Vol 26 (2) ◽  
pp. 173-197 ◽  
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
School Principals ◽  
District Leadership ◽  
Urban School District ◽  
Peer Assistance And Review ◽  
Stakeholder Groups ◽  
Making Sense ◽  
Leadership Responsibility ◽  
Peer Assistance

This article explores a case of shifting leadership responsibility for teacher evaluation. Peer Assistance and Review (PAR) formally involves teachers in the summative evaluation of other teachers—although the boundaries of the involvement are often vague. Since teacher evaluation has traditionally been the domain of school principals, involving teachers in teacher evaluation raises questions about how those faced with the new role make sense of it and enact it. The article draws on theories of professions, organizations, and institutions to examine the implementation of PAR in one large urban school district. Findings suggest that, despite positive sentiments about the policy across stakeholder groups, those involved wanted principals to remain a central figure in the evaluation of teachers in PAR. Education’s hierarchical norms, the difficulty of conducting evaluations, district leadership, and program ambiguity are identified as challenges to distributing leadership.

Distributed Accountability: Creating District Systems to Ensure Teaching Quality

2007 ◽  
Vol 17 (4) ◽  
pp. 504-536
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
Evaluation System ◽  
Teaching Quality ◽  
District Leaders ◽  
Urban District ◽  
Peer Assistance And Review ◽  
Political Implications ◽  
Peer Assistance

Districts play a key and relatively unexamined role in distributed leadership research. This article explores how leadership was distributed through a district structure designed to improve the quality of teaching by improving the quality of teacher evaluation. It examines peer assistance and review, a policy designed to address the key problems of traditional teacher evaluation by allowing administrators and teacher leaders to share accountability for evaluation processes and decisions. The article presents data from a peer assistance and review program in one urban district, detailing how the program distributed accountability for teacher quality across the district organization. The article extends previous work on distributed leadership by showing how the design of shared tasks can effectively distribute accountability. The article also extends previous work on distributed leadership by elucidating the democratic effects of that distribution. As such, the article addresses questions of instrumentality (i.e., how can district leaders design and implement a better teacher evaluation system?) and agency (i.e., what are the political implications of distributing formal authority for teacher evaluation out of the hands of administrators and into the hands of teachers?).

Impact of a Collaborative Peer Assistance and Review Model on Entry-Year Teachers in a Large Urban School Setting

1999 ◽  
Vol 50 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Sandra A. Stroot ◽  
Judith Fowlkes ◽  
Joan Langholz ◽  
Susan Paxton ◽  
Pat Stedman ◽  
...  
Keyword(s):  
School Setting ◽  
Urban School ◽  
Peer Assistance And Review ◽  
Peer Assistance ◽  
Review Model

Teacher Perceptions of Virtual Credit Recovery Program Equivalency

2019 ◽  
Vol 9 (1) ◽  
pp. 16-38
Author(s):  
Richard J. Vigilante Jr.
Keyword(s):  
Teacher Perceptions ◽  
Learning Experiences ◽  
Credit Recovery ◽  
Viable Alternative ◽  
Design Procedures ◽  
Artifact Analysis ◽  
Time Utilization ◽  
Numeric Data ◽  
Recovery Program ◽  
Credit Recovery Program

This article examines the equivalency of virtual credit recovery (VCR) programs as a viable alternative to earning back failed credits needed to graduate on time. Utilization of interviews and questionnaires assisted with collecting perspective data of 10 teachers facilitating the VCR program. Artifact analysis provided a third source of numeric data and allowed for triangulation of results. Data underwent thematic analysis and pattern matching, which led to the development of five main themes: (1) knowledge of students, (2) instructional design procedures, (3) facilitator communication and support, (4) instructional assistance, and (5) outcomes. Data analysis revealed the existence of both positive and negative learning experiences, both of which affect the overall equivalency of the VCR program. Although learning experiences varied in value, results indicated VCR programs provide an equivalent and viable alternative to earning back failed credits needed to graduate on time.

Making Sense of Distributed Leadership: The Case of Peer Assistance and Review

2003 ◽  
Vol 25 (4) ◽  
pp. 397-421 ◽  
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
School Principals ◽  
District Leadership ◽  
Urban School District ◽  
Peer Assistance And Review ◽  
Stakeholder Groups ◽  
Making Sense ◽  
Leadership Responsibility ◽  
Peer Assistance

This article explores a case of shifting leadership responsibility for teacher evaluation. Peer Assistance and Review (PAR) formally involves teachers in the summative evaluation of other teachers—although the boundaries of the involvement are often vague. Since teacher evaluation has traditionally been the domain of school principals, involving teachers in teacher evaluation raises questions about how those faced with the new role make sense of it and enact it. The article draws on theories of professions, organizations, and institutions to examine the implementation of PAR in one large urban school district. Findings suggest that, despite positive sentiments about the policy across stakeholder groups, those involved wanted principals to remain a central figure in the evaluation of teachers in PAR. Education's hierarchical norms, the difficulty of conducting evaluations, district leadership, and program ambiguity are identified as challenges to distributing leadership.

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