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    PEER ASSISTANCE AND REVIEW: AN ANALYSIS OF THE SCHOOL DISTRICT OF PHILADELPHIA’S PAR PROGRAM

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    Niescier_temple_0225E_14273.pdf
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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Niescier, Susan cc
    Advisor
    Cordes, Sarah A.
    Committee member
    McGinley, Christopher
    Stull, Judith C., 1944-
    Sandilos, Lia
    Department
    Educational Leadership
    Subject
    Education
    Education policy
    Teacher education
    Induction
    Mentor
    New teachers
    PAR
    Peer assistance and review
    Teacher retention
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/4706
    
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    DOI
    http://dx.doi.org/10.34944/dspace/4688
    Abstract
    Urban school districts are beleaguered with the high attrition rate of teachers. This results in a staff that is largely inexperienced, and a large cost to the district in training and induction programs. Mentoring programs have been linked to new teacher retention, and one particular mentoring program, Peer Assistance and Review (PAR), is widely used by districts to create a structured support system for teachers. This mixed-methods study examined key players from the School District of Philadelphia’s PAR program, regarding their successes and failures within the program. By examining the PAR program in depth, we can identify the key components participants perceive to be important to the program, and make recommendations for PAR to meet optimal success.
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