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| Home > News > Education Policy > Study highlights benefits of peer-assisted reviews when evaluating teachers |
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| Study highlights benefits of peer-assisted reviews when evaluating teachers |
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A recent study commissioned by nonprofit organization the Stuart Foundation suggests that during teacher evaluations, the input of peers and colleagues can be a valuable tool in determining the effectiveness of educators.
The report highlighted the benefits of peer assistance and review (PAR) programs when assessing the abilities of teachers in the classroom. The study examined the effectiveness of Consulting Teachers - educators with more experience who coach new and underperforming teachers as part of an ongoing process - who conduct teacher evaluations following such mentoring programs. Pilot initiatives in the Poway and San Juan Unified School Districts, in San Diego and Sacramento Counties, California were the focus of the report.
"The Stuart Foundation strongly believes in examining what is already producing successful results in our education system," Christy Pichel, president of the Stuart Foundation, said in a statement. "The study tells us that the peer assistance and review model shows promise for other districts in California."
Key findings of the study indicate that the evaluations of Consulting Teachers are more frequent and rigorous than those conducted by principles, providing education officials with a clearer indication as to a teacher's suitability.
Many states are examining potential reforms for how teachers are assessed. Maine, New Jersey, New York and Virginia are all presently considering amending the state teaching requirements to reflect new evaluation procedures. |
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