WorldCat Identities

Weiss, Stephen Gary

Overview
Works: 4 works in 6 publications in 1 language and 300 library holdings
Publication Timeline
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Most widely held works by Stephen Gary Weiss
Beginning teacher induction by Eileen Mary Weiss( )

2 editions published in 1999 in English and held by 195 WorldCat member libraries worldwide

New U.S. teachers are challenged to educate diverse learners in an increasingly complex knowledge-based, technology-oriented society. Often, new teachers receive little support from colleagues or professional development. Many low-wealth urban districts with acute shortages are turning toward beginning teacher induction programs to keep new teachers from leaving. Research documents the value of teacher induction programs and describes multiple prototypes for implementation. Benefits include reduced attrition rates among new teachers and improved teaching capabilities. The number of state and local districts that have created programs for beginning teachers has grown substantially since the early 1980s, though programs and funding levels vary strikingly among states. Program structure and the underlying conceptualization of teaching differ among districts. Induction programs increasingly provide assistance to new teachers by assigning them to mentors. Successful mentor programs depend upon the quality of training afforded the mentors. There is limited agreement about what new teachers should know and be able to do. A consensus is growing about beginning teachers needing to meet standards for practice that will attest to their grasp of essential skills, knowledge, and dispositions. Many school systems work with colleges to create learner-centered environments such as Professional Development Schools. This model of teacher induction has the potential to influence both members of the mentoring relationship. (Contains 20 references.) (SM)
New directions in teacher evaluation by Eileen Mary Weiss( Book )

2 editions published in 1998 in English and held by 103 WorldCat member libraries worldwide

Principals and teachers are becoming frustrated with conventional evaluation practices typically used to determine teacher effectiveness and, thus, tenure and promotion. This Digest explains that as new performance standards are being developed, there are reconfigured assessment designs requiring an array of reflective, analytic skills. Creation of the National Board for Professional Teaching Standards (NBPTS) in 1987 has prompted discussion of more meaningful standards for teachers and resulted in the development of a performance-based assessment system to recognize advanced competence among experienced teachers. A set of model performance-based licensing standards for new teachers that are compatible with the NBPTS certification standards has been developed by the Interstate New Teacher Assessment and Support Consortium (INTASC). INTASC has created a set of core standards that define the knowledge, dispositions, and performances essential for all beginning teachers. As part of the movement toward more professionally grounded and performance-based standards for evaluation, several state and local initiatives incorporate peer review and assistance, which appears to be more effective than traditional evaluation at both improving and letting go of teachers. This Digest presents examples of peer review and assistance programs in several school districts. It concludes that the next generation of evaluation systems will further integrate teacher accountability with professional growth. (Contains 21 references.) (SM)
Beginning Teacher Induction. Eric Digest by Eileen Mary Weiss( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

New U.S. teachers are challenged to educate diverse learners in an increasingly complex knowledge-based, technology-oriented society. Often, new teachers receive little support from colleagues or professional development. Many low-wealth urban districts with acute shortages are turning toward beginning teacher induction programs to keep new teachers from leaving. Research documents the value of teacher induction programs and describes multiple prototypes for implementation. Benefits include reduced attrition rates among new teachers and improved teaching capabilities. The number of state and local districts that have created programs for beginning teachers has grown substantially since the early 1980s, though programs and funding levels vary strikingly among states. Program structure and the underlying conceptualization of teaching differ among districts. Induction programs increasingly provide assistance to new teachers by assigning them to mentors. Successful mentor programs depend upon the quality of training afforded the mentors. There is limited agreement about what new teachers should know and be able to do. A consensus is growing about beginning teachers needing to meet standards for practice that will attest to their grasp of essential skills, knowledge, and dispositions. Many school systems work with colleges to create learner-centered environments such as Professional Development Schools. This model of teacher induction has the potential to influence both members of the mentoring relationship. (Contains 20 references.) (Sm)
New Directions in Teacher Evaluation. Eric Digest by Eileen Mary Weiss( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

Principals and teachers are becoming frustrated with conventional evaluation practices typically used to determine teacher effectiveness and, thus, tenure and promotion. This Digest explains that as new performance standards are being developed, there are reconfigured assessment designs requiring an array of reflective, analytic skills. Creation of the National Board for Professional Teaching Standards (nbpts) in 1987 has prompted discussion of more meaningful standards for teachers and resulted in the development of a performance-based assessment system to recognize advanced competence among experienced teachers. A set of model performance-based licensing standards for new teachers that are compatible with the nbpts certification standards has been developed by the Interstate New Teacher Assessment and Support Consortium (intasc). Intasc has created a set of core standards that define the knowledge, dispositions, and performances essential for all beginning teachers. As part of the movement toward more professionally grounded and performance-based standards for evaluation, several state and local initiatives incorporate peer review and assistance, which appears to be more effective than traditional evaluation at both improving and letting go of teachers. This Digest presents examples of peer review and assistance programs in several school districts. It concludes that the next generation of evaluation systems will further integrate teacher accountability with professional growth. (Contains 21 references.) (Sm)
 
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Audience level: 0.47 (from 0.44 for Beginning ... to 0.96 for New direct ...)

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