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Date of Award

1999

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Judith Hoorn

First Committee Member

Harriett Arnold

Second Committee Member

Philip Fitch

Third Committee Member

Mari Irvin

Abstract

The purpose of this research is to understand the California Beginning Teacher Support and Assessment Program through the eyes of school principals. This study described how principals perceive: (a) the use of Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs , (b) the barriers to supporting the program, and (c) the effects of the induction program on students, experienced teachers, and school culture. A survey was developed from elements in Standards of Quality and Effectiveness for Beginning Teacher Support and Assessment Programs . Survey data were collected and organized to accurately reflect principals' experiences. Narrative comments to four open-ended questions were analyzed, and common themes were identified. The findings of this study indicate that principals hold the Beginning Teachers Support and Assessment Program in high regard. This study provides details about how principals perceive the communication and confidentiality within the program, the role of the principal, and the role of the support and assessment activities for new teachers. Principals also reported that the program has a positive impact on students, school culture, and experienced teachers. This study provides insights into the operation of a Beginning Teacher Support and Assessment Program. These insights provide a beginning for informed discussions that will lead to a greater understanding of the role of principals in the induction programs for new teachers.

Pages

178

ISBN

9780599258365 , 0599258365

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