Essay On Responsibility And Authority

Essay On Responsibility And Authority-21
As a result, in recent years, reformers at the federal, state, and local levels have pushed a host of initiatives and programs seeking to upgrade teacher quality.One of the most popular—but flawed—perspectives on the problem of ensuring teacher quality has to do with the control and accountability of the teaching force.

As a result, in recent years, reformers at the federal, state, and local levels have pushed a host of initiatives and programs seeking to upgrade teacher quality.One of the most popular—but flawed—perspectives on the problem of ensuring teacher quality has to do with the control and accountability of the teaching force.Teachers often have little input in decisions concerned with their course schedules and class sizes, the office and classroom space they will use, and the use of school discretionary funds for classroom materials.

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Underlying this perspective is the assumption that the primary source of the teacher-quality problem lies in deficits in teachers themselves—in their preparation, knowledge, commitment, engagement, effort, and ability.In contrast, members of lower-status occupations usually have little say over their work.The data show that, compared with people in traditional professions, teachers have limited power or control over key decisions that influence their work.The degree of power and control that practitioners hold over workplace decisions is one of the most important criteria distinguishing the degree of professionalization and the status of a particular occupation or line of work (Freidson, 1986).When it comes to organizational decisions surrounding their work, professionalized employees usually have control and autonomy approaching that of senior management.According to this view, schools are marked by low standards, incoherence, poor management, and a lack of effort to ensure adequate control, especially in regard to their primary activity—the work of teachers with students.Schools don't hold teachers accountable; teachers simply do what they want behind the closed doors of their classrooms.Over the past two decades, I have undertaken extensive research on power, control, and accountability in schools.My research involves analyses of a wide array of data: international data from the Organization for Economic Cooperation and Development, data from my own field interviews in schools, and national data. The Schools and Staffing Survey is the largest and most comprehensive source of information on teachers available.This hierarchy in schools is both understandable and consequential, given the nature of teachers' work.Schools are not simply formal organizational entities engineered to deliver academic instruction; they do not simply teach children reading, writing, and arithmetic.

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