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What is PAR?
The purpose of the California Peer Assistance and Review Program for Teachers (PAR) is to improve education by improving the classroom performance of teachers. This is accomplished through the collaborative efforts of teachers assisting and coaching one another.
Professional Growth Opportunities
PAR is seeking to provide staff development for teachers that is consistent with the PAR Vision and the top four priorities of the RPCEA Staff Development Survey as identified in November 2000. These new opportunities may take place in Spring or Summer 2002.
Who Receives Services From PAR?
Any teacher may participate in the program. There are, however, two distinct categories of participants: those who volunteer for enrichment and those who are referred to the program for assistance.
1. Referred Teacher - a permanent unit member who has received a final overall rating of unsatisfactory.
2. Voluntary Participating Teacher - any permanent classroom teacher who volunteers to participate in the program for the purpose of obtaining peer assistance to enhance the quality of his or her instruction in the classroom.
3. Beginning Teacher - a teacher in the first or second year of his or her career.
4. New District Teacher - a teacher new to the district, not eligible for the Beginning Teacher Support and Assessment Program (BTSA), who is within his or her first two years of employment in CRPUSD.
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RPCEASurvey Results
The top four priorities of the RPCEA Staff Development Survey for K-5 teachers were:
1. ADD/ADHD
2. Integrating Subject Areas
3. Integrating Technology
4. Integrating New Standards
The top four priorities of the RPCEA Staff Development Survey for 6-12 teachers were:
1. Project Based Learning
2. Integrating Technology
3. Integrating Subject Areas
4. Middle School Issues
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Elementary
PAR is in the process of designing Spring and Summer Professional Development opportunities. At the Elementary Level, PAR will provide release time for five (5) teachers from every elementary site to participate in Guided Planning.
PAR selected Guided Planning to support because it:
- Focuses on increasing student achievement
- Develops standards-based, integrated instruction
- Provides opportunities for teachers to learn from teachers in a collaborative setting
Secondary
PAR is seeking to provide these same kinds of professional development opportunities for secondary teachers. Funds have been set aside to support this professional development opportunity. In order to focus staff development on the needs of secondary school sites, PAR is requesting that school teams propose plans that are aligned with the PAR Vision, RPCEA Survey, and that are consistent with the type of professional development described in the previous section.
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What is the Role of the Consulting Teacher?
All Consulting Teachers provide assistance and support to colleagues by demonstrating, observing, coaching, conferencing or making a referral to an activity which will assist in achieving improvement goals (conferences, trainings, etc.)
Specific goals for the participating teacher need to be clearly stated and aligned with the Education Code Section 44662 (Stull Bill). i.e., progress of pupils, instructional techniques and strategies, adherence to curricular objectives and establishment and maintenance of a suitable learning environment.
Consulting Teachers will be required to attend training.
In addition, if a Consulting Teacher is working with a Referred Teacher, the following additional requirements must be met:
- Make multiple classroom observations (not less than six), with pre and post conferences
- Provides opportunities for teachers to learn from teachers in a collaborative setting
- Provide periodic written feedback to the Referred Teacher and the Joint Panel
- Submit a final written report to the Referred Teacher and the Joint Panel
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What Are the Qualifications of a ConsultingTeacher?
A Consulting Teacher must be a tenured teacher with at least 60% of his or her time spent working with students, have taught a minimum of eight years, with at least four years in the District, and able to:
- Demonstrate exemplary teaching ability, which includes effective communication skills, subject matter knowledge, and a range of teaching strategies to meet pupil needs in different contexts
- Demonstrate strength in instructional strategies, classroom management, planning and organizing for teaching and principles of learning
- The Consulting Teacher also needs to possess knowledge of and commitment to the California Standards for the Teaching Profession.
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How Do I Apply to be a Consulting Teacher?
Submit an application form and request letters of recommendation from the following:
- One letter from your site administrator
- One letter from your RPCEA Site Representative
- Two letters of recommendation from colleagues who have direct knowledge of your ability to work with or assist peers
How Will Consulting Teachers be Selected?
Joint Panel members will select the Consulting Teachers based on the applications, letters of reference, classroom observations, and an interview.
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What Stipend Does the Consulting Teacher Earn?
There is an annual base stipend, or retainer, of $500 per Consulting Teacher and an additional stipend according to the following assignments:
Consulting Teacher Assignment |
Maximum Caseload |
Stipend Per Assigned Teacher |
Each Referred Teacher |
1 |
$5,000/year |
Each Voluntary Participating Teacher |
3 |
$750/semester |
Each New District Teacher |
2 |
$750/semester |
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