Effectiveness - Along with Quality -Should Be the Focus

Phi Delta Kappan

Volumn 79, Issue 6, 1998, Pages 468-470

  Schalock, Del ^a   Schalock, Mark ^a   Myton, David ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042735781     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (14)

1. Arthur E. Wise, "Building a System of Quality Assurance for the Teaching Profession: Moving into the 21st Century," Phi Delta Kappan, November 1996, p. 192.
2. Ibid.
3. Linda Darling-Hammond, "What Matters Most: A Competent Teacher for Every Child," Phi Delta Kappan, November 1996, p. 194.
4. Ibid., p. 196.
5. Albert Shanker, "Quality Assurance: What Must Be Done to Strengthen the Teaching Profession," Phi Delta Kappan, November 1996, p. 224.
6. Gordon Ambach, "Standards for Teachers: Potential for Improving Practice," Phi Delta Kappan, November 1996, p. 208.
7. Ibid., p. 209.
8. What Matters Most: Teaching for America's Future (New York: National Commission on Teaching and America's Future, 1996), p. 73.
9. Ibid., p. 199.
10. Mary Catherine Buday and James A. Kelly, "National Board Certification and the Teaching Profession's Commitment to Quality Assurance," Phi Delta Kappan, November 1996, p. 216.
11. Further information about teacher work samples and their use can be found in Del Schalock and David Myton, "A New Paradigm for Teacher Licensure: Oregon's Demand for Evidence of Success in Fostering Learning," Journal of Teacher Education, vol. 39, no. 6, 1988, pp. 8-16; Del Schalock et al., "Extending Teacher Assessment Beyond Knowledge and Skills: An Emerging Focus on Teacher Accomplishments," Journal of Personnel Evaluation in Education, vol. 7,1993, pp. 105-33; and Andrew McConney, Del Schalock, and Mark Schalock, "Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers' Effectiveness," Journal of Personnel Evaluation in Education (in press). Critiques of the methodology and its use can be found in Del Schalock, Mark Schalock, and Gerald R. Girod, "Oregon's Teacher Work Sample Methodology," in Jason Millman, ed., Grading Teachers, Grading Schools: Are Learning Gains of Students Appropriate Evaluation Measures? (Newbury Park, Calif.: Corwin Press, forthcoming).
12. Further information about teacher work samples and their use can be found in Del Schalock and David Myton, "A New Paradigm for Teacher Licensure: Oregon's Demand for Evidence of Success in Fostering Learning," Journal of Teacher Education, vol. 39, no. 6, 1988, pp. 8-16; Del Schalock et al., "Extending Teacher Assessment Beyond Knowledge and Skills: An Emerging Focus on Teacher Accomplishments," Journal of Personnel Evaluation in Education, vol. 7,1993, pp. 105-33; and Andrew McConney, Del Schalock, and Mark Schalock, "Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers' Effectiveness," Journal of Personnel Evaluation in Education (in press). Critiques of the methodology and its use can be found in Del Schalock, Mark Schalock, and Gerald R. Girod, "Oregon's Teacher Work Sample Methodology," in Jason Millman, ed., Grading Teachers, Grading Schools: Are Learning Gains of Students Appropriate Evaluation Measures? (Newbury Park, Calif.: Corwin Press, forthcoming).
13. Further information about teacher work samples and their use can be found in Del Schalock and David Myton, "A New Paradigm for Teacher Licensure: Oregon's Demand for Evidence of Success in Fostering Learning," Journal of Teacher Education, vol. 39, no. 6, 1988, pp. 8-16; Del Schalock et al., "Extending Teacher Assessment Beyond Knowledge and Skills: An Emerging Focus on Teacher Accomplishments," Journal of Personnel Evaluation in Education, vol. 7,1993, pp. 105-33; and Andrew McConney, Del Schalock, and Mark Schalock, "Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers' Effectiveness," Journal of Personnel Evaluation in Education (in press). Critiques of the methodology and its use can be found in Del Schalock, Mark Schalock, and Gerald R. Girod, "Oregon's Teacher Work Sample Methodology," in Jason Millman, ed., Grading Teachers, Grading Schools: Are Learning Gains of Students Appropriate Evaluation Measures? (Newbury Park, Calif.: Corwin Press, forthcoming).
14. Further information about teacher work samples and their use can be found in Del Schalock and David Myton, "A New Paradigm for Teacher Licensure: Oregon's Demand for Evidence of Success in Fostering Learning," Journal of Teacher Education, vol. 39, no. 6, 1988, pp. 8-16; Del Schalock et al., "Extending Teacher Assessment Beyond Knowledge and Skills: An Emerging Focus on Teacher Accomplishments," Journal of Personnel Evaluation in Education, vol. 7,1993, pp. 105-33; and Andrew McConney, Del Schalock, and Mark Schalock, "Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers' Effectiveness," Journal of Personnel Evaluation in Education (in press). Critiques of the methodology and its use can be found in Del Schalock, Mark Schalock, and Gerald R. Girod, "Oregon's Teacher Work Sample Methodology," in Jason Millman, ed., Grading Teachers, Grading Schools: Are Learning Gains of Students Appropriate Evaluation Measures? (Newbury Park, Calif.: Corwin Press, forthcoming).