The first edition of this book was highly regarded by both professors and students for its practicality and its: (1) coverage of tools & strategies to help supervisors work effectively with teachers; (2) up-to-date approach to clinical supervision which includes teacher portfolios, action research, peer coaching, and other innovative practices;…

Outlines the research involved in the development of a new set of standards in teacher assessment by the Teacher Assessment Project at Stanford University (CA). The program is based on a conception of teaching as a unique activity that is more than the generic skills of pedagogy and that cannot be observed in any single setting. (MD)

The evaluation of special educators is unique. Discusses different approaches to evaluation and the problems associated with special education teacher evaluation. Includes an extensive list of references. (MD)

Studies of the validity of principals' ratings of teachers show there is little correlation with student achievement. Reviews of research show considerable weakness in the research designs of these studies. Outlines results from a new study with no weaknesses in design. (MD)

The principal should lead in instructional improvement and have a good understanding of the principles and practices of classroom management and a good classroom management system. Discusses instructional supervision and assessing teacher performance. (MD)

Outlines the characteristics and components of clinical supervision and presents 10 suggestions for implementing the process. (MD)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

Presents four steps to follow in the process of evaluating incompetent teachers that will induce them to resign. (MD)

This handbook contains basic principles for committee members on promotion, tenure, or faculty review committees and discusses basic policy issues related to the assessment of faculty. It also contains disciplinary statements on the work of faculty, useful references and resources, and examples of how to document nonresearch-related scholarly and…

This document is a scoring guide that presents the Teacher-candidates' Overall Program Portfolio Scoring: Systematic, Comprehensive and Hierarchical Evaluative Measures of Excellence (TOPPS SCHEME) approach to scoring teacher candidates' program portfolios. The guide facilitates systematic, comprehensive, and hierarchical means of measuring and…

Suggests ways for ensuring that teacher evaluation methods used by principals when dismissing teachers will stand up to the challenges posed by hearings: Did the principal try to help the teacher improve? Were evaluation criteria relevant? Was the decision to terminate arbitrary or capricious? Was the evaluation process confidential? (PGD)

Teacher evaluation should take into consideration the artistic aspects of teaching, which are ignored by rigid evaluation formats. To do this, principals should participate in the classroom; observe the total learning environment; learn how a teacher deals with peers, students, and parents; and gain perceptions of the students themselves.…

Videotaping has become an accepted procedure for assessing teacher performance and providing feedback for self-analysis. Split-screen videotaping takes the process one step further. (Author)

Openness is essential if evaluation is to succeed. If teachers are given more responsibility to do a job, they will be more deeply involved in the job and will be more willing to accept broader jobs and responsibilities. (Author/IRT)

In judging the teacher's performance, his or her knowledge, ability and personality must be analyzed. A short rating form is presented, for which no claim is made for mathematical accuracy, but which may be useful for arriving at an objective judgment. (IFS/WGA)