Public school principals' perceptions of California peer assistance and review program

<p>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.</p> <p>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.</p> <p>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.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation - Pacific Access Restricted

Discipline thesis:degree_discipline

Educational Administration and Leadership

Year dc:date.available

2012

Author dc:creator

• Wilson, Jeanine M.

Contributors dc:contributor

• Antonia Serna

• Teacher-administrator relationships
• Education
• Educational Administration and Supervision
• Educational Leadership

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Repository record dc:identifier

https://scholarlycommons.pacific.edu/uop_etds/821

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1820