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A descriptive study of teacher assistance programs in Virginia
The way in which a school division addresses the problem of an unsatisfactory
teacher varies. A school division may choose to tolerate the problem, dismiss the
teacher, or provide assistance to foster the development of the skills needed to meet
minimum performance standards. The design of teacher assistance programs varies in
the type of personnel who provide remediation and the extent to which events in the
program are documented.
This study describes the status of teacher assistance programs that were operational
in Virginia during the 1988-89 school year. A survey instrument was distributed
to each school division in the Commonwealth of Virginia. First, all of the existing programs
were identified. Each program was classified by degree of formality: informal,
semi-formal, and formal. Each program was further classified by the type of staff utilized:
school-based and central office-based staff. Secondly, the categories were developed
into a model of teacher assistance programs for comparison.