Describes (1) the rapid growth in the number of states requiring teacher competency testing prior to certification and (2) variations in teacher testing for other purposes. Discusses the perceived need for teacher testing and outlines some consequences of the testing movement. Widespread testing of school administrators may be next. (IW)

Formative validation methods were used with over 90 mathematics teachers in Utah to design an assessment of the mathematical and mathematics teaching cognitive competencies of underprepared middle and secondary school mathematics teachers. A summative validation study using 47 subjects indicated that the test was valid and reliable. (Author/PK)

Discusses teacher evaluation in Great Britain, abandoning some common assumptions about "correct" teaching methods and hierarchical and "outside" appraisal systems. Advocates peer evaluation, flexible criteria, faculty discussion, and staff development as a primary purpose. Describes an evaluation sheet to be used by observing…

Provides a model for a collegial support system--an alternative to administrator-conducted supervision of teachers--that allows administrators to move from a directive to a supportive role with teachers. (JW)

This paper examines the development of a comprehensive assessment system within a school-university educator preparation collaborative, detailing the evidence sources used in relation to the three categories into which the assessment system is organized (performance, process, and program). The Professional Development School Network (PDSN) was…

This document describes Harris-Stowe State College's (HSSC's) Performance-Based Design System for the Preparation of Effective Teachers for a Diverse Society. The program prepares teachers who possess subject matter, sociocultural, instructional, and personal-professional competencies that mirror effective teaching practices for enhancing P-12…

This document discusses the teacher preparation recommendations from a task force put together by the Virginia Community College System (VCCS). These recommendations are needed due to the shortage of teachers and the lower national tests scores of U.S. high school students. The task force offers suggestions on four faculty-related topics: (1)…

Research shows that teacher quality affects student achievement more greatly than any other school-based variable. The No Child Left Behind Act requires a "highly qualified" teacher in every classroom by the 2005-2006 school year and achievement gains by all students over time. These realities give policymakers a strong incentive to focus on…

This paper introduces a research-based model of sheltered instruction that promotes teaching practices that make teachers more effective in promoting the learning of limited-English-proficient (LEP) students. The model is instantiated in an observation instrument, the Sheltered Instruction Observation Protocol (SIOP). The SIOP may be used as part…

This paper traces the development of guidelines to help education instructors effectively evaluate and provide guided practice for student teachers as they reflect on their professional work. The University of Wisconsin River Falls requires student teachers to videotape their teaching experiences, then reflect on how, why, and where they meet…

This paper examines whether institutions of higher education (IHEs) should be involved in collaborative induction efforts and whether such involvement would increase the accountability of IHEs' teacher preparation programs. It describes one California teacher preparation program's efforts. The program has maintained its active involvement within a…

To gain insights into preservice teachers' growing capacity to be exploring, reflective practitioners, portfolio assessment is being adopted in some teacher education programs. The teacher as reflective practitioner and portfolio assessment became the foundations of one Carnegie-I research university's four-phase secondary education program.…

Student assessments and their possible effects on faculty performance and vitality are discussed. Two kinds of assessments considered are: (1) students' rating of individual courses and instruction, and (2) students' evaluation of the curriculum and teaching in their major field department. (MLW)

Uses journal entries to trace a student teacher's professional development during her student teaching assignment. These entries address a number of issues, including team teaching, decision making, consistency with students, lesson and curriculum planning, and classroom discipline. Includes a series of suggested poststudent teaching activities.…

Focuses on the importance of teacher involvement in designing evaluation plans, climate setting, and awareness raising within the school. Emphasizes teacher appraisal as a step in the development of human resources. Recommends negotiated change and supporting teacher autonomy, rather than legislated change. Supports collegial relationships as a…