The goal of this study was to identify areas of teacher performance that were lacking to the point that the teacher was nonrenewed. Individual school districts can gain insight into why teachers are failing and make adjustments to their training and teacher induction programs that (2002) found that teaching suffers from a higher level of turnover than other professions, with 16% of teachers leaving each year compared to 11% in other professions. Teachers in lower income schools leave at the even higher rate of 20%. Even more significantly, Ingersoll found that 33% of new hires leave the profession within the first three years and 46% leave during the first five years. Although teacher shortages have been temporarily slowed by the economic downturn, our educational system is paying a price both financially and in terms of valuable experience from teacher turnover and teachers leaving for other professions.Studies have continually shown how important the teacher is to the success of students. Ernest Boyer (1995) reminded us that a shared vision is important in any community of learners. Teachers and administrators are the keepers of that shared vision, along with their ability to inspire and evaluate the progress of students. Successful schools depend on teachers and administrators to establish and maintain that kind of climate. Allington and Cunningham (2002) recognized that parents and the home environment have a tremendous influence on student progress, but nothing carries the day-in day-out influence that the teacher exerts on the success or failure of a student's education. Kauchak and Eggen (2005, p. 3) stated it a different way: "No one, other than parents and other caregivers, has more potential for touching the personal, social, and intellectual lives of students than do caring and dedicate teachers. " As Gail Thompson (2007) states, to be a good teacher one needs subject matter competency; cohesive, comprehensible, challenging, and relevant curriculum; high expectations for students; multiple means of assessment; an engaging style of delivery; and the overall objective of not only equipping students with the skills they need to advance toward their personal goals but also encouraging them to use their education to bring about social justice. (p. 15)
328hurdle in the course, more students would turn tests to good advantage in sharpening or hastening their own learning.With the parents.-Once the teachers can be led to see how formal measurement will motivate and facilitate learning, parents should be informed, too. Parents generally need to be disengaged from the notion that tests (particularly standardized tests) represent &dquo;standards&dquo; of excellence that all but the handicapped must &dquo;pass.&dquo; Study groups in the PTA provide excellent means for informing parents on the nature and uses of tests in the school program. Until a fair proportion of parents are thus informed, puzzled queries and outright challenges may come from parents whose recollection of tests includes only final examinations on which &dquo;70 per cent correct&dquo; was the minimum passing grade.When these things have been accomplished, then the results of testing can be used effectively by the student in assessing his own strengths and needs, by teacher and counselor and parent in guiding next steps in the learning process, and by the administrator in assessing the quality of his leadership and his instructional program.Summary of the presentation made by EDWARD A. GLATFELTER Edward A. Glatfelter is Principal of the William Penn Senior High School in York, Pennsylvania.T HE residual function of education has always been in a state of change as the needs and wishes of society have dictated. From the three R's of the old school to the complex offerings of the secondary school of 1956, lies a long period of struggle, change, and development in accordance with obligations and responsibilities that slowly, but certainly, were transferred from the home to the school. The home and the school must work together as a harmonous team in the interest of the child. The Parent-Teacher Association is the strong arm of the public schools. The objectives of parents and teachers must be consistent, one with the other, to implement the highest hopes and the loftiest aspirations of both groups working as a co-ordinated team. In an atmosphere of mutual respect, all 329 problems that concern the education and training of our children can be solved. The interacting experiences between teachers and parents in facing the realities of their common interests yield understandings that are mutually advantageous.The schools belong to the people and school people are responsible to keep parents informed concerning the aims and objectives as well as the philosophy of the school. The offerings and opportunities of the school must be interpreted to the parents who in turn will then be able intelligently to give consent to the type of education that will be best suited . to each pupil.In this atmosphere parents and teachers can work together to give proper guidance at the various stages of child development and growth. Ideally then, by their inherent obligations, parents and teachers can prevent delinquency. Practically they can, at least, reduce it. Parents and teachers must be intelligently and sympathetically ...
The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.
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