Taking the Lead

Author: Goldstein, J.
Publisher: American Federation of Teachers (AFT)
Publication Date: 2008, Fall
Journal: American Educator
Full text available online at: http://www.aft.org/pubs-reports/american_educator/issues/fall2008/goldstein.pdf

Abstract (written by WestEd)

The National Commission on Teaching and America's Future has found that 30 to 50 percent of new teachers in high-poverty schools leave teaching within their first three to five years on the job, and those without support are 70 percent more likely to leave than those who receive a mentored entrance to teaching. The peer assistance and review (PAR) process is one model to further teacher skill development and retention. Veteran teachers (those with tenure) can also be referred for the program. Consulting teachers (CTs) work with participating teachers (PTs) whom their evaluator has referred to PAR for support. PTs work with their CTs on developing an individual plan for improvement, the mainstay of which is frequent CT observations of the PT and resultant feedback. In spring, the CT reports to a panel composed of union representatives and school and district administrators as to the PT's progress towards meeting specified quality standards; if the panel judges these to have not been met, it may recommend dismissal. This form of peer evaluation assigns some responsibility for quality maintenance of the profession to the CT's peers, as occurs in the legal and medical professions.

The author enumerates six problems with PAR and presents a detailed solution for each. The sidebar elaborates further on the challenges of implementing the PAR program.