Arizona Career Ladder Research & Evaluation Project: Research and Development for Effective Educational Change and Reform. Baseline Data Report for the Joint Legislative Committee on Career Ladders.

Autor/inn/en	Packard, Richard D.; Bierlein, Louann
Institution	Northern Arizona Univ., Flagstaff.
Titel	Arizona Career Ladder Research & Evaluation Project: Research and Development for Effective Educational Change and Reform. Baseline Data Report for the Joint Legislative Committee on Career Ladders.
Quelle	(1986), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Career Ladders; Elementary Secondary Education; Incentives; Pilot Projects; Public Schools; Teacher Attitudes; Teacher Evaluation; Teacher Participation; Teachers; Arizona + Suchen Sie Ihr Suchwort? Schulleistung; Anreiz; Pilot project; Modellversuch; Pilotprojekt; Public school; Öffentliche Schule; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Lehrer; Lehrerin; Lehrende
Abstract	The Arizona Career Ladder Research and Evaluation Project was created to conduct research on the 5-year state pilot career ladder project (CLP), a teacher incentive program in which improved student achievement is one design criterion. This project's yearly research and evaluation cycle involves three basic steps: data collection, analysis, and reporting/feedback. Areas of data collection include: (1) individual career ladder program components; (2) teacher and administrator perceptions; (3) school climate; (4) teacher attraction, retention, and motivation; (5) district self-evaluation; and (6) student achievement. Data analysis includes noting changes and profiling effects of career ladder program components within each district. Reporting/feedback includes annually reporting findings to the appropriate state legislature committee and participating districts. Data collection began in spring 1986. Some of the unique features of Arizona's program include individualized and district-developed career ladder systems; extensive teacher input; no established quotas; a restructured salary schedule; and collaboration among government, business, universities, school districts and the teaching profession. This document, prepared for the legislative committee, provides a description of and data from the spring 1986 data collection, analysis of the data, and recommendations and conclusions. A good network of communication between CLP committees and teachers, a team approach to evaluation with emphasis on inter-rater reliability, and staff development/inservice are reported to have allowed for effective change. (ABL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC