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The Kansas Internship Program Assistance/Assessment Model : a product of the interdependence of research and practice

Author: Judith A Burry; Douglas R Glasnapp; Poggio, John P.; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1989]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
The Kansas Internship Assistance/Assessment Model, an effort to bring together assessment and assistance to maximize the professional growth of beginning teachers, is described. The program has two purposes as specified in the Kansas Internship Plan (1987): (1) to assist the first-year teacher (intern) in acquiring or improving teaching knowledge and skills that are essential to successful entry into the profession;  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Judith A Burry; Douglas R Glasnapp; Poggio, John P.; Educational Resources Information Center (U.S.)
OCLC Number: 24461201
Notes: Distributed to depository libraries in microfiche.
Reproduction Notes: Microfiche. [Washington, D.C.?] : Supt. of Docs., U.S. G.P.O., [1990]. 1 microfiche.
Description: 1 volume
Responsibility: Judith A. Burry, John P. Poggio, Douglas R. Glasnapp.

Abstract:

The Kansas Internship Assistance/Assessment Model, an effort to bring together assessment and assistance to maximize the professional growth of beginning teachers, is described. The program has two purposes as specified in the Kansas Internship Plan (1987): (1) to assist the first-year teacher (intern) in acquiring or improving teaching knowledge and skills that are essential to successful entry into the profession; and (2) to protect the public interest by establishing that the intern can perform at an acceptable level of professional practice. Unique points of the model are: direct links to assessment; administrators and assistance committees with identical responsibilities; assistance directly integrated with instructional leadership; a five-step performance observation sequence; behaviors assessed in a quasi-developmental framework for beginning teachers; clinical supervision model integrated with assistance and assessment; the intern teacher is part of the assistance development; and evaluation is thoroughly grounded in research and statewide validity studies. Classroom observation, intern documentation, external observations, and student questionnaires were the four methods of data collection used. In the 3 years of model development from fall of 1985 to August of 1988, major validity studies determined the reactions of over 2,500 teachers and administrators. Data indicated that 89% of the intern teachers were positive or very positive about the program, while 93% of the administrators and 94% of the senior teachers considered that they shared a common goal. Ninety-seven percent of the administrators and 94% of the senior teachers felt that their relationships with each other provided affirmation and respect. This professional judgment model gives beginning teachers a firm foundation for a career. A 45-item list of references is provided. Appendix a presents the Kansas Internship Assessment Inventory's master list of 38 behaviors, and Appendix b lists classroom activity codes. Ten figures and two data tables are included. (Sld).

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