A program to instruct preschool teachers in a technique of interaction analysis is presented, and initial outcomes of the program are evaluated. (DB)

Portfolios, demonstrations, exhibitions, displays, and video attestations all challenge traditional test theory, which is focused on individuals in isolation. However, teachers are expected to work collaboratively and resolve problems within a social context. Instead of limiting collaboration when evaluating a teacher's site-based portfolio,…

The case study of a school involved in a pilot study of the use of a state-mandated teacher evaluation system as a tool for professional development is presented. Eight principles that can be used to guide future school improvement efforts grounded in classroom-based assessments of teaching and learning are identified. (SLD)

This exploration of the implementation of a new career path for teachers in Australia, the Advanced Skills Teacher classification, shows conflicts between the industrial relations arena and teaching standards and performance assessments based on quality of teaching practice. Developing such career paths requires stable professional bodies that…

Using evidence of student learning to evaluate teacher effectiveness is discussed. Since standardized achievement tests cannot and will not do the job, alternatives are explored. Evaluators should focus not on test results derived from centralized standardized testing programs, but on results derived from teachers' classroom assessments of student…

The Tennessee Career Ladder Program assesses Tennessee teachers to award merit pay to those determined to be exemplary. This article describes the first two years of the program (1984-85 and 1985-86), the procedure designed to equate standards, the implementation of that procedure, and the results of the equating effort. (TJH)

Effects of rating scale format and rater training on leniency and halo in student ratings of instruction were investigated. Subjects were students in a graduate theological seminary. The findings demonstrate the importance of focusing efforts to improve quality of ratings on the students rather than on the format of the instrument. (Author/MSE)

The establishment of a Canadian national assessment center with the authority to develop, administer, and evaluate French second language teachers' competencies, and to issue a national certification over and above the provincial certification is proposed. It is argued that French second language teacher certification is now a national issue and…

How the performance appraisal system for school psychologists in North Carolina was developed and implemented is described. The evaluation system was developed with consideration for those to be evaluated and with respect for the needs of individuals as well as organizations. (SLD)

Features and contingencies of the teacher self-assessment process are described as the process operates in classrooms. Gaps in knowledge about this process are explored. Teacher self-assessment is linked to reflection, theorizing, self-understanding, and the analysis of educational practice. (SLD)

It is argued that despite the current view of college teaching as a discrete set of skills, good teaching is more complex and involves understanding the specific contexts in which teaching occurs, and how teachers understand and communicate concepts to a changing student population. Portfolio-based peer assessment of college teachers is…

Systems chosen for teacher appraisal in both United Kingdom and United States frequently reflect interests of end users rather than teachers themselves. Drawing on experiences of group of teachers involved in open-ended evaluation process, this paper examines various appraisal systems and argues for those empowering teachers to reflect on their…

Delineates eight recommended steps toward effective teacher remediation, including developing clear performance criteria and commonly understood standards; relying on a clear set of procedures for deficient teachers; making remediation a team effort; varying intervention strategies; supplying adequate resources and supportive policies; and…

Mastery or "second chance" learning is easily adaptable to the principal's modeling through the classroom observation/supervision process. The five-step process (preobservation conference, performance of observation, postobservation conference, professional growth plan, and observation) helps teachers own the classroom observation process and…

The articles of this special issue are summarized. A new model for schooling is calling for a change in which adults in schools can inquire into and reflect on their own and their students' skills and on dispositions that need to be developed as well as on adult development. (SLD)