Going beyond Limitations in the Arizona Career Ladder Programs Model: Building a Comprehensive and Effective Schools Outcomes Reform System in a Non-Career Ladder School District.

Autor/in	Packard, Richard D.
Titel	Going beyond Limitations in the Arizona Career Ladder Programs Model: Building a Comprehensive and Effective Schools Outcomes Reform System in a Non-Career Ladder School District.
Quelle	(1993), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Ladders; Change Strategies; Educational Change; Elementary Secondary Education; Evaluation Methods; Incentives; Long Range Planning; Merit Rating; Models; Political Influences; Politics of Education; Program Evaluation; Rewards; School Districts; School Restructuring; State Programs; Teacher Motivation; Arizona + Suchen Sie Ihr Suchwort? Lösungsstrategie; Bildungsreform; Anreiz; Langfristige Planung; Analytische Arbeitsbewertung; Analogiemodell; Political influence; Politischer Einfluss; Educational policy; Bildungspolitik; Programme evaluation; Programmevaluation; Reward; Belohnung; School district; Schulbezirk; Schulreformplan; Schulumwandlung; Regierungsprogramm
Abstract	Arizona's career ladder teacher incentive program was established by the Arizona State Legislature in 1984 as a component of school restructuring efforts. A comprehensive and long-range developmental evaluation system is being developed for the restructuring program, but the program is at risk of being eliminated due to the negative influence of political expediency and lack of follow-through on the part of governmental leaders. Key process requirements for effectively planning and implementing a long-range developmental evaluation system are outlined, based on the premises that positive change is long-range, holistic, developmental, and systematic, and requires research and development. Such an evaluation system calls for a baseline needs assessment followed by application of a cyclical evaluation process which addresses the identified needs, makes plans for change, implements programs, assesses programs, documents program development, and reports progress. Attached to the paper are 10 "exhibits" illustrating aspects or models of the evaluation process. (Contains 25 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC