Presents a self-evaluation form for early childhood teachers. Areas covered in the form include personal qualities and classroom presence; teaching style and strategies; environment and climate design; relationship to other teachers; relationship to parents; and professional responsibilities. (BB)

Provides some background on the idea of K-12 teacher portfolios which emerged from the educational reform movement. Notes their use for theater education in particular. Suggests what might be common inclusions in a portfolio. Suggests that those who aspire to work in higher education should create a curriculum vitae portfolio. (PA)

Presents five teacher descriptions of their summer activities to prepare themselves for the next school year. Describes how one teacher reviews evaluations, another takes a transatlantic cruise with English-focused programs, and another attends a week-long conference presented by Children's Literature New England. Notes that another teacher…

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…

Outlines a teacher evaluation system that includes the use of the Low Inference Self-Assessment Measure (LISAM). Outlines the use of the elements on the LISAM instrument presented in figures 1 and 2. This evaluation procedure includes the use of audio and visual recordings of the teacher in the classroom. Includes references. (MD)

Teacher evaluation models focusing exclusively on the quantitative recording and coding of observable behaviors may not assist teachers in improving the quality of their instruction. Teacher evaluation should place more emphasis on qualitative dimensions of what teachers say during instruction. Includes four references. (Author/MD)

Argues in defense of preobservation conferences in teacher evaluations. They place teaching episodes in context and enhance the supervisor's supportive role. (MD)

Outlines a career ladder program developed in the Provo (Utah) School District to identify and train teacher leaders. (MD)

Teachers need a principal who is conscientious, affirmative, and knowledgeable. Seven steps are offered to increase principals' chances of success in evaluating teachers. (MLF)

Focuses on the annual faculty review by the department head. Suggests how this procedure can become more meaningful and includes a Performance Standards form. (PD)

Describes the Walker-Carfield Model for teacher evaluation, designed to reduce teacher anxiety and hostility and reduce administrator time. Includes the Teacher Effectiveness Chart. (MD)

Some basic premises for guiding teacher evaluation in programs that are both flexible and structured. (Author/MLF)

Administrators at Edina-West Secondary School in Edina (Minnesota) are making the curriculum more specific through an integrated in-service evaluation plan. (Author/MLF)

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)

Contends that evaluation is determining whether a teacher is doing a good job and rating the teacher's performance, whereas supervision is determining what's happening in the classroom and perhaps giving a little advice. Steps to better evaluation include discarding checklists and annual formal evaluation, and providing opportunities for teacher…