Grossman, Pam and Loeb, Susanna. (2010). Learning from multiple routes. Educational Leadership, 67(8), 22-27.
Grossman and Loeb talk about how alternative routes to becoming a teacher have grown throughout the past few decades. The necessity for teachers is mainly in urban areas as this is where most teacher shortages occur. They discuss how subjects such as math and science are in high demand and people with backgrounds in either area usually are successful at taking an alternative route. The authors make a point to note that not all alternative programs are the same. They praise the Teach for American and New York City Teaching Fellows programs as being top rated and highly selective, thus garnering the best candidates. Teach for American and New York City Teaching Fellows programs generally recruit applicants from competitive schools which is why both programs have been so successful. These two programs have been extremely competitive with the traditional four-year undergraduate degree methods.
Kaye, Eileen Beverley. (2004). Turning the tide on marginal teaching. Journal of Curriculum and Supervision. 19(3), 234-258.
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Her definition of marginal teachers are those whose teaching practices are borderline unacceptable. She favors the collaborative approach which requires input and goal setting from both the teacher and the supervisor. Going a step further, she looks at the formative and summative methods of evaluation to find out if either or both approaches would be helpful for teachers falling into the marginal category. Kaye also looks at factors that may cause marginal teaching. She notes that certain supervisory methods could be the blame and says that all areas should be examined.
She favors the formative approach in dealing with schools having a large number of teachers that fall into this category. Kaye feels that when there are several teachers not performing well, the programs should be examined for ways to improve them instead of placing the blame on the teachers.
