Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Title

Teacher and administrator perceptions of the Committee on Assignments as a teacher assignment option in California

Date of Award

1993

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Dennis Brennan

Abstract

The purposes of this study were to: (1) describe Committee on Assignments (COA) teacher assignment trends for the 1989-92 school years, (2) compare teachers' and administrators' perceptions of local assignment committees, and (3) develop recommendations for enhancing the usefulness of the COA option. Four surveys were distributed to district-level staff, site administrators, and classroom teachers in one hundred and twenty-two randomly-selected California school districts. Teacher assignment data were obtained from the Commission on Teacher Credentialing. Analysis of the findings revealed that: (1) 62 percent of the school districts in the sample did not utilize the COA option, (2) counties with the greatest number of full-time equivalent teachers had the lowest COA assignment rates, (3) the greatest percentage of COA assignments was reported at the middle and high school levels, (4) the greatest percentage of COA assignments in the elective subjects was authorized at the elementary and middle school levels, (5) the greatest percentage of COA assignments in the core curriculum was authorized at the high school level, (6) school districts that did not utilize the COA perceived the option as unnecessary, (7) school districts that utilized the COA chose the option to provide assignment flexibility and to authorize unique, teaching assignments, (8) respondents perceived that approval prior to the beginning of the semester required change, and (9) teachers and administrators perceived themselves as equal decision-makers who understood their committee responsibilities. Eight recommendations were proposed: (1) provide workshops and technical manuals for school districts, (2) encourage governing boards to adopt policies relating to teacher assignment options, (3) disseminate information to the public regarding teacher assignment options, (4) encourage COA members to use collaborative, decision-making strategies, (5) consider proposing legislation to allow COA approval of teaching assignments at any time during the semester, (6) consider proposing legislation to expand the assignment limit to a greater percentage of a full-time teaching assignment, (7) consider forming an advisory panel of COA participants to review the Committee on Assignments option, and (8) consider establishing formal assistance programs for teachers assigned to out-of-field subjects.

Pages

199

This document is currently not available here.

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email