Track II—The Professional Development Track
|•||The most experienced staff (average age for tenured teachers in many states and districts is in the mid-40s, with 15 or more years of experience).|
|•||The most confident (“I have ways of doing things that work for me”).|
|•||The most vocal, opinionated, and influential (this group includes the union leadership and the group that exerts the majority of informal leadership).|
In addition, new designs for this track diverge from traditional evaluation processes much more than do the Track I and Track III strands. Consequently, local evaluation committees must pay particular attention to the design of this program. Fortunately, several new systems have been in place long enough to offer guidelines for other districts to use. We presented some of the general guidelines in previous chapters. Lessons and experiences from these pioneering systems have helped shape our ideas and suggestions presented in this chapter.
Track II programs imply an acceptance of alternative forms of assessment and a commitment to change the evaluation system. The real issue for a local evaluation committee is how to determine the relationship between formative and summative evaluation and the amount of time, energy, and resources given to each. We