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Essay / Research Paper Abstract
A 4 page research paper that consists of 3 small papers on staff development issues, which are the effectiveness of the inquiry model of staff development (1 page); discrepancies between principal's stated beliefs about novice teachers and their own behavior (1 page) and discussion of four propositions on the principal's role toward novice teachers (2 pages). Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khstiss.rtf
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questions concerning their own instructional practices and then find objective answers to these questions/problems (Brouilette 165). Teachers are intelligent people who are highly motivated to succeed in the goal of
aid all of their students. Therefore, when they are faced with a problem or question, they seek out answers and become "action researchers" and frequently voluntarily formulate collaborative teams to
investigate pedagogical issues. The teacher is empowered and in charge of this investigation. Therefore, this model does not have the aspect of negativity that is associated with staff developmental
model, such as the observation/assessment model, which are grounded in judgement and evaluation. Furthermore, unlike the training model, which may or may not be on a topic that a teacher
feels is helpful to his or her instructional practices, the teacher chooses the field of inquiry in this model. In this model, it is the teachers, or group of teachers,
who "identify a problem of interest" and then "explore ways of collecting data," and analyze and interpret this data (Brouilette 165). Therefore, this writer/tutor feels that this model is
the most effective, but the student researching this topic should express a personal opinion when writing her own paper. Discrepancies in principals views & behavior/novice teachers In their study of
principals expressed views and their actual observed behavior Holland and Weise found numerous discrepancies. First of all, the principals indicated that they believed that they could be of great help
in acclimating new teacher to their schools specific policies and practices. However, the researchers observed that most principals lack the knowledge and experience to offer effective supervisory instruction. Few principals
admitted this limitation (Holland and Weise 201). The principals interviewed expressed their belief in the importance of offering novice teachers opportunities to learn, but then indicated little responsibility in
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