Secondary Education and Teaching Commons^™

Tenure Wars: The Litigation Continues, Charles J. Russo

Educational Leadership Faculty Publications

Teacher tenure is a controversial topic that continues to generate litigation. Parents and advocates of educational reform have filed claims alleging, in part, that school officials violate the rights of students who are not achieving academically largely because of the ineffective instruction the students receive from teachers.

Typically, these suits also claim that conditions in districts where students perform poorly on academic measures are exacerbated by the protection that state tenure laws—in conjunction with union efforts—afford ineffective teachers, thereby making it difficult to dismiss the teachers for incompetence.

In North Carolina Association of Educators v. State (2016), a North Carolina …

The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis. …

Navigating The Waters Of Accreditation: Best Practices, Challenges, And Lessons Learned From One Institution, Tracey Covington Hasbun, Amanda M. Rudolph

Faculty Publications

In higher education, as many as 50% of educator preparation programs (EPPs) look to a national accreditation agency as one way to provide evidence of the rigor and quality of their programs. Although a large number of EPPs find value in the self-study and external review that come with the national accreditation process, the process itself can be daunting and time-consuming. Many look to the literature or to the accreditation experiences provided by other institutions as a means to assist their own accreditation journey. The purpose of this article is to discuss one regional, comprehensive EPP’s experiences with national accreditation, …