The Staff: New Roles and Partnerships
New roles for the staff are created by all of the innovations described in this book. Options for students, new curriculum patterns and components, organizational innovations, changes in media and facilities, all affect the teacher's role, and indeed cannot be effective unless teachers have the competencies to use these innovations well. Especially is the teacher's role affected by the current trends toward individualizing and humanizing instruction, trends that in practice may be conflicting if individualizing mechanizes teaching through technology and self-teaching instructional packages. Changes in the teacher's roles are also, perhaps belatedly, affecting teacher education and staff development plans. Overriding all of these changes is a movement toward greater accountability of schools and their personnel for results.
Teachers in secondary schools have generally had only one formal role in education: teaching classes, usually of some twenty-five to thirty students, with variations in particular fields such as vocational education and physi-