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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1985
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| Online Access: | https://eric.ed.gov/?id=ED264352 |
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| _version_ | 1867181889074233344 |
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| author | Piety-Jacobs, Sharon R. |
| author_facet | Piety-Jacobs, Sharon R. Piety-Jacobs, Sharon R. |
| collection | Education Resources Information Center |
| contents | Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program. Piety-Jacobs, Sharon R. Change Agents Educational Change Elementary Education Inservice Teacher Education Instructional Improvement Program Implementation Teacher Improvement Teacher Workshops Urban Schools As part of a research project on "Patterns of Successful Assistance in Urban School Programs," this paper presents a case study of an assister's work in a Teacher Growth Program (TGP) at an elementary school in Staten Island, New York. The school has an experienced teaching staff, a supportive principal, a cross-sectional student population which includes upper class, poor, and various ethnic groups. Due to changes in the student population over the years, the teachers face many instructional challenges in their large classes, and the administration and staff agreed to participate in TGP. The program aims to improve schools by helping strong teachers become stronger. Each program center, based at a school, has an assister who organizes and delivers four types of services based on teacher requests: (1) resource materials for curriculum and teaching; (2) individual professional development projects; (3) lunchtime staff development workshops; and (4) after school courses for credit or non-credit. The study found that the assister was well received by teachers and principal. The teachers felt that a more interactive atmosphere had been created by the workshops and meetings. The new materials were found to have spurred the initiation of new projects including a writing program, library renewal, learning centers, and a computer lab. The students were found to be more receptive because of the improved teacher attitudes. The study concludes that the individual assister's personality and skills are paramount for the success of the program. (CG) |
| format | Recurso educativo Open Access |
| id | eric_ED264352 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1985 |
| record_format | eric |
| spellingShingle | Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program. Piety-Jacobs, Sharon R. Change Agents Educational Change Elementary Education Inservice Teacher Education Instructional Improvement Program Implementation Teacher Improvement Teacher Workshops Urban Schools Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program. Piety-Jacobs, Sharon R. Change Agents Educational Change Elementary Education Inservice Teacher Education Instructional Improvement Program Implementation Teacher Improvement Teacher Workshops Urban Schools As part of a research project on "Patterns of Successful Assistance in Urban School Programs," this paper presents a case study of an assister's work in a Teacher Growth Program (TGP) at an elementary school in Staten Island, New York. The school has an experienced teaching staff, a supportive principal, a cross-sectional student population which includes upper class, poor, and various ethnic groups. Due to changes in the student population over the years, the teachers face many instructional challenges in their large classes, and the administration and staff agreed to participate in TGP. The program aims to improve schools by helping strong teachers become stronger. Each program center, based at a school, has an assister who organizes and delivers four types of services based on teacher requests: (1) resource materials for curriculum and teaching; (2) individual professional development projects; (3) lunchtime staff development workshops; and (4) after school courses for credit or non-credit. The study found that the assister was well received by teachers and principal. The teachers felt that a more interactive atmosphere had been created by the workshops and meetings. The new materials were found to have spurred the initiation of new projects including a writing program, library renewal, learning centers, and a computer lab. The students were found to be more receptive because of the improved teacher attitudes. The study concludes that the individual assister's personality and skills are paramount for the success of the program. (CG) |
| title | Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program. |
| topic | Change Agents Educational Change Elementary Education Inservice Teacher Education Instructional Improvement Program Implementation Teacher Improvement Teacher Workshops Urban Schools |
| url | https://eric.ed.gov/?id=ED264352 |