Key Questions Regarding the Professional Life of Teachers
- Do teachers function in differentiated roles such as
mentoring of novices, directing curriculum development, and
supervision of peers?
- Do staff function in extended roles with students that
involve advising and mentoring?
- Do staff help to design ongoing, on-the-job staff development
based on local needs assessment?
- Do staff participate in collegial planning, curriculum
development, and peer observation-reflection, with time scheduled
for this during the school day?
- Do teachers teach in teams?
- Do teachers exercise control over curriculum and school
- Are there specific organizational incentives for teachers to
experiment and to develop new programs and curriculum that
respond more effectively to student diversity?
- Do teachers work with students in flexible time periods?
- Do teachers work with students as much in small groups and
individual study as in whole class instruction?
- Do teachers receive financial rewards based on student
outcomes or evaluation of teaching performance? (Paris, 1994)
Excerpted with permission from:
Paris, K. A. (1994). A leadership model for planning
implementing change for school-to-work transition (p. 46).
Center on Education and Work, University of Wisconsin-Madison.
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