This Bulletin investigates the role of the principal in fostering a school climate conducive to collegial supervision--teachers observing teachers and working together for instructional improvement. Chapter 1 attempts to put into perspective the traditional responsibilities of the principal as instructional leader and teacher evaluator. Collegial…

This manual describes the process used in determining the objectives of a project to develop effective remediation strategies for use by teachers of mathematics. It presents two tools developed for use in assessing remedial mathematics teaching: (1) the "Effective Remedial Mathematics Checklist," for use in supervising teachers of…

A 2-year study designed to develop ways to improve both the quantity and the quality of the comprehension instruction offered by elementary school teachers involved 9 teachers in the first year and 11 teachers in the second. In each year of the study, the same research procedures were followed, with researchers observing the teachers, then working…

Two methodologies for teacher-focused process evaluation--rating scales and systematic observation--are discussed and comments are made about their characteristics and effective utilization to improve teachers' performance. Process evaluation, referring specifically to the act of evaluating what teachers do in their classrooms, may be of formative…

Building level staff evaluation strategies for the purpose of improving instruction are presented. First, the philosophies of formative and summative evaluation are described. Formative evaluation is a nonjudgmental process, and summative evaluation provides for judgment with performance improvement recommendations. Next, six anxiety-reducing…

The paper describes the Behaviorally Anchored Supervision System (BASS), an approach to supervision in special education based on the definition of effective instruction developed by the Council for Exceptional Children in 1986. A comprehensive model for excellence in special education is based upon the following four elements: values,…

This paper shares the outcomes of a developmental process designed to create a comprehensive teacher assessment program within a local school district. The paper includes a rationale that helps to explain the need for developing teacher evaluation systems different from most current models, the processes used to create the assessment program, and…

Comparison of videotapes of inexperienced and established junior high school teachers on their first, second, tenth, and twenty-eighth days of school provided insight into student needs and the teacher behaviors that set the stage for instructional success. Teacher supervisors can use such videotapes to help orient new teachers. (PGD)

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)

Reproduced are eight selected quotations from books and speeches by Donald A. Schon concerning teaching, teacher education, and supervision. Quotes summarize Schon's ideas on knowing-in-practice, on reflecting-in-action, on reflective research, on capitalizing on uncertainty, on comparing two epistemologies of practice, and on reflective…

Reflective practicums focus less on the design of a product and more on the relationship. Some of the problems are due to role frames and value systems. Solutions to these and other shortcomings are offered. (SI)

Development of a policy for annual faculty appraisal discussions at New Zealand's University of Otago is described, tracing its evolution from the traditional faculty evaluation interviews. The role accorded to faculty development is examined, and the emphasis on a collegial rather than corporate view of university administration is noted. (MSE)

The mentoring model described in this paper assumes teachers to be self-directing professionals, and adopts the formalized mentor-protege relationship as the starting point and the individual teacher's professional development as the organizing principle for the induction of teachers into the profession. The essential elements of a mentor's…

This handbook addresses questions that school administrators may have about support assistance programs for new teachers. Following an introduction, the guide is organized into five sections. The first section describes the Elementary Secondary Education Act (ESEA) Chapter 2. Section 2 examines support needs of new teachers in critical shortage…