This guide was developed to provide guidance to states or districts wishing to monitor implementation of educator evaluation systems. It describes a three-step process: develop state guidelines for educator evaluation systems; develop data collection methods; and determine adherence criteria and review data against criteria. The process was…

This guide proposes a framework for engaging teachers in evaluation reforms and proposes new roles that State and local education agencies (SEAs and LEAs) and State and local union affiliates can play to support their engagement.

In March 2011, the State of Vermont Department of Education charged the Vermont Task Force on Teacher & Leader Effectiveness to develop guidelines for teacher and leader evaluation. Knowing and respecting the fiercely independent nature of Vermonters, Task Force members were committed to developing these guidelines for creating and assessing…

Over the past decade, Ohio has made important education policy advances, with a focus on student learning and achievement, standards, and accountability. Ohio is serious about its commitment to quality schools and honors this commitment by providing Local Education Agencies (LEAs) a research-based, transparent, fair teacher evaluation system…

For instructional coaches, no two days are ever the same. This unique companion melds theory and practice to show how coaches can seamlessly integrate themselves into the fabric of the school and help teachers improve their practice from day one. Dean Spaulding and Gail Smith address common challenges of coaches and instructional leadership teams,…

Provides guidelines that may be used by supervisors as a checklist to assist them in conducting evaluation procedures that show proper concern and understanding for the needs of the classroom teacher. (Author/IRT)

Offers six guidelines for the building principal to follow in evaluating teachers. The guidelines include keeping evaluation criteria in mind when hiring teachers, focusing on evaluation during inservice training, establishing a regular pattern of classroom visits, and providing teachers with opportunities for self-evaluation. (IRT)

Provides an evaluation model and outlines steps to take in planning for the evaluation process. Such planning and organizing ensures that the evaluation process is achieved systematically. (IRT)

This manual is a collection of procedures and forms for use in the appraisal process for teachers in the Baltimore County Public Schools, Maryland. The appraisal process and who is responsible for it is listed in chart form. Next follows procedures for evaluation of teachers including definitions of professional, human relations, and management…

Distills the guidelines contained in a guide for New Mexico school administrators to use in making contract-related decisions involving teachers. The guide was compiled by a group comprising teachers, school officials, and university representatives. The guide is not official policy. (Author/IRT)

Effective teacher performance evaluation systems are fair, objective, job-specific, reliable, clear, provide for teacher development, and are oriented toward both the teacher's processes and the teacher's products. Loyola Academy involved teachers in developing an evaluation system exhibiting these features as well as a performance compensation…

The New Jersey Education Association outlines the provisions of the state's 1979-80 tenured teacher evaluation regulations and advises its members on how to protect themselves during the annual evaluation process, especially in the conference with the evaluator. (SJL)

To help administrators with their classroom observation responsibilities, this article presents teacher performance guidelines. Teachers should actively involve students in a planned lesson, circulate among them, present instruction clearly, provide opportunities to practice new material and oral communication skills, create a positive learning…

This volume is designed as a practical handbook that provides guidelines for teams of evaluators investigating a department or language program or individual teachers or language program directors seeking to better understand the content and context of their programs or courses. Although the volume focuses on postsecondary foreign language…

The purpose of this notebook is to offer guidance to California school districts in developing a total, systematic evaluation and assessment system inclusive of all certificated personnel within the district. The Stull Act requires that all certificated personnel be evaluated in relation to expected student achievement. This suggests a discrepancy…