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ERIC ED243198: Master Teachers. Fastback 201. |
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by ERIC |
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A nationwide interest in master-teacher plans has arisen |
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as a response to the general malaise in education, but |
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the viability of such plans depends on finding answers to |
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certain crucial problems. Some basic issues must be |
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addressed before master teachers can even be identified: |
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whether a heirarchy of teachers should be established, or |
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prior conditions be met for appointing master teachers, |
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or a maximum number of master teachers per district be |
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set. Master teachers have generally been recognized |
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through their superior knowledge of the subject, as well |
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as for their teaching skills and ability to command |
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respect. Tests can accurately determine a teacher's |
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knowledge of the subject area; teaching skills may be |
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measured against predetermined school objectives, with |
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professional teams judging teachers' performance; ability |
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to work with others (command respect) can be guaged by a |
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comprehensive file on teachers. The much-discussed |
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criteron of producing demonstrable results in students is |
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difficult to measure with public school populations, and |
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so should be suspended until it can be more accurately |
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and fairly measured. Once master teachers are identified, |
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local districts must consider contract provisions for |
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special roles in school programs and special |
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compensation. Moreover, school districts must cooperate |
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with government and university in funding and training |
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for master-teacher plans. (JW) |
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Date Published: 2015-01-08 16:36:31 |
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Identifier: ERIC_ED243198 |
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Item Size: 27212823 |
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Language: english |
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Media Type: texts |
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# Topics |
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ERIC Archive; Differentiated Staffs; ... |
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