An alternative to traditional teacher evaluation is offered through the development of an objectives-oriented growth plan for classroom teachers. Responsibility for establishing the growth plan is placed with the individual teacher, who is required to specify personal goals and objectives, and to design, carry out, and evaluate the program…

This manual is designed for use by data collectors and others during training on the Teacher Performance Assessment Instruments (TPAI) developed by the Georgia Department of Education and the University of Georgia to evaluate minimum competency skills in candidates for teaching certificates and beginning teachers. Contained within are the five…

Presents common attributes of effective evaluation systems, which are drawn from studies in Arizona, Michigan, and Vermont. Attributes include participant acceptance of validity, participant understanding of system mechanics and rationale, properly trained evaluators, a variety of evaluation methods, and evaluation as a district priority. (CJH)

Discusses evaluation issues that developed during implementation of the nation's first statewide career ladder program in Tennessee. After three years of development major issues have centered around communication, confidentiality, paperwork, career development, multidata source systems, and the evaluation cycle. (CJH)

Provides a twofold plan for staff development and peer evaluation linking evaluation and training of teachers. This process enables teachers to have their professional needs met while treating them as individuals and improving classroom skills. Includes a classroom observation checklist and a teacher evaluation system form. (MD)

Effective teacher evaluation is important and influences the professional growth of experienced teachers. Recent studies reveal the need for teacher evaluation systems that enhance teacher professional growth and develop a sense of collegiality between teachers and administrators. (MD)

Discusses the biases that can be built into preobservation conferences in teacher evaluations. Argues for the elimination of such conferences. Points out that skillful observation combined with analytical feedback in teacher evaluation increases teacher effectiveness. (MD)

Questions the extent to which administrators contribute to the effectiveness of English departments and to evaluation of teachers based on trust. Describes the peer evaluation program developed at Evanstown Township High School (Illinois) and asserts that interaction at a level of trust is the secret of evaluation for the purpose of effective…

Teacher evaluations can prove very effective if sufficient observation time is allowed, classroom activities are noted objectively and thoroughly, both positive and negative findings are discussed fully with the teacher, and opportunities for improvement are provided. (PGD)

Reviews the factors that any teacher motivation plan must incorporate to be effective and outlines 11 principles that should be followed in designing career ladder plans to meet teacher needs, increase teacher competence, and facilitate effective instruction. Warns against potential pitfalls in career ladder plans. (PGD)

The Reformed Teaching Observation Protocol (RTOP) was created by the Evaluation Group of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) as an observational instrument designed to measure "reformed" teaching. This document is a guide to its use. The theoretical concepts that guided the development of the…

Two brief articles suggest sound evaluation procedures, one for administrators and the other for teachers. Both stress clearly stated, objective evaluation criteria. (JM)

Developed by a faculty committee to replace an outmoded system at Antioch (Illinois) Community High School, this teacher evaluation procedure calls for teachers to prescribe methods for improving their own instructional processes. Procedures for problem evaluation, routine evaluation, and probationary evaluation are listed and an evaluation form…

Maintains that, contrary to popular opinion, it is possible to fire incompetent teachers, as long as administrators know how to provide both substantive and procedural due process, follow state tenure laws or continuing contract laws, follow the collective bargaining agreement, and conduct and write a fair teacher evaluation. (JM)

Student achievement rose sharply when the West Des Moines schools incorporated the findings of effectiveness research in their teacher evaluation system. (Author)