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Quest for quality: Recruitment, retention, professional development, and performance evaluation of teachers and principals in Baltimore City's public schools

McConney, A., Ayres, R., Hansen, J.B. and Cuthbertson, L. (2003) Quest for quality: Recruitment, retention, professional development, and performance evaluation of teachers and principals in Baltimore City's public schools. Journal of Education for Students Placed at Risk (JESPAR), 8 (1). pp. 87-116.

Link to Published Version: http://dx.doi.org/10.1207/S15327671ESPR0801_5
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Abstract

This article rests in the context of the 2001 evaluation of Baltimore City Public School System’s (BCPSS) 5-year-old reform effort, conducted by Westat and its collaborators.2 In that context, the article describes findings on key human resource issues for the BCPSS. Briefly, the part of the evaluation on which this article is based was charged with appraising the success of efforts to improve the quality, stability, and effectiveness of the BCPSS instructional workforce (teachers and principals). The overall design of the evaluation, as well as findings in other key areas of the school system reform effort (e.g., governance and management, instruc-tional interventions, achievement outcomes) are described in the other articles that comprise this special issue. Four areas of the human resource effort are examined for both teachers and principals in the Baltimore City Public School System (BCPSS): (a) recruitment policies and practices, (b) mentoring and other retention strategies, (c) professional development, and (d) performance evaluation.

Four methods of data gathering were used: one quantitative (survey), and three qualitative (document review, key informant interview, and focus group interview). These have been described elsewhere in this special issue, and will not be further detailed here.

Publication Type: Journal Article
Publisher: Lawrence Erlbaum Associates, Inc.
Copyright: 2003 Lawrence Erlbaum Associates, Inc.
URI: http://researchrepository.murdoch.edu.au/id/eprint/10094
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