This article presents a documentation system that principals can use in the teacher evaluation process to help improve a teacher's performance or, if necessary, to present at a hearing to support a recommendation for termination. The documentation involves the use of several types of memoranda: (1) memoranda to the principal's file (for less…

This paper considers the kinds of interventions that elementary school principals make for the purpose of improving practice in their schools. Findings are derived from the Principal-Teacher Interaction Study being conducted at the University of Texas at Austin, which has categorized interventions hierarchically at the following levels: policy,…

In response to accountability pressures over the past several years, a body of research attempting to identify characteristics of effective schools has developed. Efforts to improve school climate or evaluate teachers solely according to "effective school" characteristics may be misguided. One problem is that school effectiveness may be…

Two questions regarding supervision of student teachers are addressed here: who should supervise, and how can it be done most skillfully? Cooperating teachers might best be trained to supervise. Supervision techniques might include analyzing classroom events and the student teachers' anxieties and needs. A supervision model is developed. (CHK)

Cooperating teachers can assist student teachers in self-evaluation to prepare them for independent teaching. The following questions should be asked: (1) What helped students learn and enjoy it? (2) What did I do differently than planned? (3) How could I improve the lesson? (CHK)

Explicates four types of teacher competence (technical, clinical, personal, and critical) as they might relate to supervision. Examines the levels of comprehensiveness and complexity within each of the competence domains. Illustrates approaches to supervisory practice within these domains. Includes 2 extensive tables and 94 footnotes. (IW)

Presents an edited version of the script of an oral presentation by three symposium participants (Noreen Garman, Carl Glickman, and Madeline Hunter) that highlights their conflicting conceptions of clinical supervision. Provides a commentary that puts the responses in philosophic perspective. (IW)

In Toledo, Ohio, teacher union and school system leaders have collaborated on a controversial, but apparently effective, plan to purge the staff of incompetent teachers. It combines rigorous evaluation, training for new teachers, remediation for veteran teachers, and peer review by a corps of highly skilled consulting teachers. (TE)

Describes a 1984 report from the Rand Corporation that studied teacher evaluation practices. Problems revealed include lack of resolve and competence in principals, resistance or apathy of teachers, inconsistent evaluation practices between schools, and inadequate training for evaluators. (TE)

Draws parallels between a supervisor helping troubled teachers and a teacher helping troubled students, using a fictionalized example. Recommends that supervisors use both professional methods and personal relationships to help teachers become more effective. (MCG)

Research indicates that teachers have different job skills, knowledge, behavior, and attitudes at different points in their careers. As their needs, goals, and experiences change, different staff development activities are required. Tables show stages in teachers' careers and corresponding strategies for supervision. (PP)

A study of 48 secondary school mathematics teachers and 4 different treatments of supervision indicate that teachers tended to carry out more suggestions when they saw the suggestions modeled (demonstrated) by their supervisors. (23 references) (MLF)

Essential ingredients of supervising teachers include: (1) going beyond teacher report to direct observation, (2) timely identification of problems, (3) careful analysis of programs for design adequacy, (4) provision for extensive teacher practice in structured settings, (5) provision for additional supervised classroom practice, and (6) a well…

The five chapters of this booklet concentrate on the practical side of teacher training. Chapter 1 describes the nature and purposes of training and placement. Chapter 2 provides information on a direct and an indirect procedure for training, guidance on blending the two procedures, and on making the best use of the time available to both trainer…

A conceptual framework is developed to consider two dimensions of evaluation systems likely to lead performers to internalize the evaluation process. The theory of evaluation and authority developed by Dornbusch and Scott provides the basis for a review of six studies in support of two propositions: (1) the more frequently performers are…