Discusses using portfolios to evaluate and improve teacher performance. (SR)

Principals need to get away from traditional beliefs that equate math success solely with rote knowledge of math facts and the ability to calculate. Today, math instruction also is being directed to student understanding of essential concepts. Principals must learn what to look for when they visit math classrooms to make sure it is being taught…

Secondary school administrators considering the termination of an employee prior to the expiration of contract are offered several suggestions. These are: have a good evaluation system in place; follow all phases of the evaluation system; document all conferences, observations, and other encounters; alert the superintendent early in the process;…

The basic premise of the personnel evaluation technique described in this paper is that continuing improvement in performance should be the prime commitment of all professionals. Namely, both the evaluator and the one evaluated should initiate, develop, and pursue a plan of action together, as described in this paper. Also included is a sample…

Use of multiple data sources in evaluation, or congruence analysis, promotes effective teaching. Data are systematically compared from classroom observation, teacher self-analysis, and student descriptions. A set is produced by scaling data from criteria and source. Diagnoses with suggested action are most useful in improving instruction. (CJH)

The understanding of teachers as examples is missing from most attempts to evaluate effective teaching, yet teachers value this intangible aspect above all else. Those who are good examples are still learning how to teach, deal with people one at a time, and see value in the work of everyone. (CJH)

Promotes the use of basic skills testing in the certification of new teachers and the recertification of veteran teachers. Presents the belief that better teaching will result from mandated teacher testing. (MD)

The question of whether teacher evaluation should involve teaching peers is discussed in relation to the concept of "zones of acceptance." The author suggests that teachers should be involved in evaluation when the issues being evaluated fall within their scope as teachers. (MD)

Many teachers indicate they would appreciate more administrator feedback about their classroom performance but don't receive it. Principals must take the time and effort to help teachers improve their instructional skills. Presents four findings from research on administrator feedback. Includes six references. (Author/MD)

The purpose and value of teacher observation is diminished if the post-observation conference is not well planned and productive. The observer must take into account the setting, the tone, and the messages conveyed. Includes advice on questioning strategies, data sharing, focusing strategies, and closure strategies. (Author/MD)

Focuses on the progress made in establishing professional status for early childhood educators. Lists 14 characteristics of a profession and asks questions related to each of these which deserve professional consideration. (BB)

Criticizes Madeline Hunter's programs that train administrators in teacher evaluation. Asserts that Hunter allows trainers to misuse her work and that she rejects the central tenet of clinical supervision. (MD)

A reading observation checklist is presented for principal use in classroom observation. (MD)

A teaching style classification system that can aid in the evaluation of teachers is outlined. It allows the evaluator the use of systematic and orderly evaluation practices. (MD)

To help schools and districts in their efforts to create more productive and effective learning environments, Mid-continent Research for Education and Learning (McREL) researchers developed the School Practices Survey, a tool districts and schools can use to assess teachers, administrators, and others in the school community regarding their…