The growing prominence of value-added models for measuring teacher effectiveness has prompted a recent surge in policies that consider students' classroom performance part of a teacher's evaluation. Yet, in light of the criticism and limitations of the current models, whether and how evaluation systems will adapt over time is unclear. This paper…

As the education reform movement increasingly focuses on teachers and teaching, educators, policy-makers, and researchers need valid and reliable measures that can be used to evaluate individual teachers, provide guidance for improving teaching performance, and support research in ways that advance instruction and classroom dialog and practice. A…

Presents a conceptual model for teacher supervision and staff development for both practitioners and researchers. Constructs can also be used to diagnose problems and plan appropriate strategies for professional improvement. The model offers researchers opportunities for analysis and hypothesis testing. Includes 16 references. (MLH)

Current interest in the topic of teacher evaluation indicates a need for better evaluation techniques. The methodological problems in teacher evaluation are explored through a discussion of audiences, models, sources for data, and modes of reporting. Directions for development by researchers and practitioners are presented. (DF)

This paper argues that during the past two decades, research on teaching effectiveness can be identified with three differing paradigms: (1) the technical/"scientific"; (2) the humanistic; and (3) the person-centered paradigms. It is further proposed that if teaching is viewed as an art or craft and learning as an ever present process,…

During a 1985 symposium in Chicago sponsored by the American Society for Curriculum Development, Noreen Garman, Carl Glickman, and Madeline Hunter discussed the question of whether clinical supervision should be used for formal evaluation and contract renewal. While Hunter's answer was a qualified "yes," Garman and Glickman both felt strongly that…

The authors argue that most current modes of formative and summative teacher evaluation are fundamentally unproductive. Unproductiveness stems from focusing upon efficiency rather than effectiveness, post rather than future performance, individual rather than organizational performance, and authoritarian rather than collegial relationships.…

This paper dealt with the use of classroom observation data for formative evaluation purposes, and with a research project in which scores based on observed performance of teachers in secondary school algebra and English classes were compared with efficiency scores based on an input-output model. The model, using Data Envelopment Analysis (DEA)…

Issues concerning students' evaluation of college faculty are discussed. Several views of this process are presented. Having identified relevant variables or paradigms, possible relationships between the variables can be studied (models and theories). The assumptions underlying these paradigms include the following: that students have a right and…

Innovations, Educational Testing Service (ETS's) corporate magazine, provides information on educational assessment for educators, school leaders, researchers and policymakers around the world. Each issue focuses on a particular theme in assessment. This issue explores the question, "What makes a great teacher?" Articles in this issue…

The peer evaluation model of university teaching is composed of three domains of behavioral and cognitive skills which, in combination, represent the elements expected of professionally competent teachers. These domains are: (1) the conception of the professional role for which students are being prepared; (2) instructional design; and (3) the…

This study was commissioned by the State of Iowa to identify the current status and applicability of performance-based teacher compensation plans. After a review of the literature to establish the current status of merit pay and to identify districts throughout the United States that are presently using performance-based compensation plans, a…

This study tested a model of career development for assistant professors in higher education which permits inferences about the relationships between scholarly characteristics acquired during the probationary period and the probability of achieving tenure. The probationary period is the time between hiring and evaluation for awarding tenure. The…

This essay proposes a responsive research agenda to examine relationships between supervisory inquiry and practice on one hand, and teaching and learning on the other. The agenda first calls for policy-oriented research that examines the implications of state-mandated educational changes on supervisory practices and commensurate teaching and…

The effect of the Mississippi Performance-Based Accreditation Model on operations in a local school district is examined. Specifically, this report describes the Tupelo, Mississippi school district's experience in producing improved pupil learning. The Mississippi accreditation paradigm is prescriptive. It is an evaluation driven system capable of…