A Substitute Teacher Training Program To Improve Skills and Confidence in Substitute Teachers at the Middle School Level.

Autor/in	Tomlinson, Sherry B.
Titel	A Substitute Teacher Training Program To Improve Skills and Confidence in Substitute Teachers at the Middle School Level.
Quelle	(1997), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Classroom Techniques; Intermediate Grades; Junior High Schools; Leadership; Middle School Teachers; Middle Schools; Secondary School Teachers; Substitute Teachers; Teacher Attitudes; Teacher Competencies; Teacher Improvement; Teacher Orientation; Teaching Skills + Suchen Sie Ihr Suchwort? Klassenführung; Mittelstufe; Sekundarstufe I; Führung; Führungsposition; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Lehrerverhalten; Lehrkunst; Orientation; Orientierung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This substitute teacher management program was developed to improve school substitute teachers' skills and confidence at one southeastern middle school. The project involved 53 classroom teachers who had completed a needs assessment survey regarding substitute teachers and 16 substitute teachers employed by the site on a regular basis. Program objectives were: (1) for at least 90 percent of the 53 classroom teachers to exhibit high levels of confidence in substitute teachers' classroom management skills, (2) for at least 90 percent of the 16 substitute teachers to demonstrate adequate knowledge regarding school policies and procedures, and (3) for all of the 53 teachers to rate the writer as an effective leader. Strategies included developing and distributing a substitute teacher handbook and information folder, developing and distributing a substitute teacher orientation and training program, and developing and distributing a classroom teacher reporting survey. Classroom teachers were asked to prepare students in advance for substitutes, to make substitutes feel like part of the team, and to report on substitutes. Substitutes were encouraged to arrive early to prepare for the day. Participants completed the program over 12 weeks. Pre- and post-intervention surveys of teachers, substitutes, and administrators examined levels of success. Results showed that all program objectives were met, and the program was extremely successful. Appendixes include all instruments used. (Contains 17 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01