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Date of Award
2012
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Administration and Leadership
First Advisor
Antonia Serna
First Committee Member
Dennis C. Brennan
Second Committee Member
Harriett Arnold
Third Committee Member
Margaret Barnett
Abstract
Highly qualified teachers became a federal mandate with the passing of the No Child Left Behind Act (NCLB) in 2002. When teachers are evaluated and acquire tenure status, it does not mean the performance of the teacher remains effective. If they have unsatisfactory performing tenured teachers on their staff, principals need an effective program to assist and support their teachers in improving their level of teaching. Therefore, this study analyzed the effectiveness of the California Peer Assistance and Review (PAR) program based on the perceptions of public school principals in five southern California counties.
Data w~s collected through the administration of a survey. Of the 1,000 surveys distributed to public school principals in five southern California counties, 114 were completed. The results indicate that public school principals do not perceive California's Peer Assistance and Review (PAR) program to be effective. However, they find the Consulting Teacher and some of the PAR strategies to be effective.
It is recommended that further research be conducted on PAR programs in other parts of California, and that researchers study consulting teachers who support the I participating teachers in the PAR program.
Pages
116
Recommended Citation
Wilson, Jeanine M.. (2012). Public school principals' perceptions of California peer assistance and review program. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/821
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