In education systems around the world, planners and policymakers are calling for more attention to whole-system improvement. To best address teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and improve their practice. The middle tier of education systems, composed of professionals…

Presents guidelines for teacher observation and evaluation. (Author/MLF)

Contends that evaluation is determining whether a teacher is doing a good job and rating the teacher's performance, whereas supervision is determining what's happening in the classroom and perhaps giving a little advice. Steps to better evaluation include discarding checklists and annual formal evaluation, and providing opportunities for teacher…

Describes a supervisory technique (the "O Cycle") based on observing and critiquing teachers, and a way that a small group of principals can create its own in-service program to acquire the skills required to use the technique. (IRT)

The fourth of six volumes in the "Elementary Principal Series," this booklet offers new principals a set of ideas, procedures, and examples associated with effective teacher supervision. The principal-teacher supervisory relationship has changed dramatically over recent years. The principal is no longer an inspector, but a colleague…

Presents a proposal for effective teacher supervision and evaluation that puts the responsibility for supervision on someone close to the teachers, while the responsibility for evaluation remains the principal's. Includes diagrams outlining supervision and evaluation procedures. (MD)

A supervisory model identifying profile, action, response, and analysis as sequential steps is outlined. Principal and teacher develop a profile of skills the teacher wants to improve and an action plan for realizing the profile. Students and principal provide feedback, and teacher and principal evaluate growth. (MJL)

The incompetence of a few teachers can destroy the efforts of many excellent teachers. Principals need to know how to evaluate teachers effectively and act on their evaluations. The rationalizations typically used to justify failures to dismiss incompetent teachers will not stand up to scrutiny. (PGD)

When performance problems arise with a tenured teacher, the principal has the following obligations: (1) determine the extent and cause of the problems; (2) devise a remediation strategy; (3) respect the teacher's due process rights; and (4) maintain written documentation. (MLF)

To ensure quality instruction, principals must place a priority on teacher observation and feedback. Practical recommendations include the following: (1) offering teachers immediate feedback; (2) being generous with praise, specific with concerns; and (3) monitoring teachers with problems. (MLF)

This review of research on instructional improvement and teacher evaluation considers the complex issues affecting the K-8 principal's ability to enhance educational quality through effective supervision of the instructional process. According to several studies, teachers found formal evaluations far less valuable than direct assistance and…

The skills, understandings, and attitudes necessary for an effective instructional supervisor were identified in the literature (using, for the most part, those materials written since 1975). Twenty-six elements were identified and clustered into six areas for a self-evaluation instrument that can give supervisors a means to describe and analyze…

Strategies for meeting the challenges and responsibilities that the accountability movement implies for the school administrator, particularly the principal. (Author/MLF)

Suggestions are provided to help school superintendents avert problems of sexual abuse by teachers before they happen: (1) screen employees carefully; (2) know your principals; and (3) have principals keep a sharp eye on their staff for potentially significant changes in behavior. (TE)

School department heads should be classroom teachers first. Their responsibilities in administration (for instance, keeping textbook records) and in curriculum management should be reduced, and their major responsibilities should involve teacher assistance, including teacher observation and aid to new teachers, and special departmental activities.…