The Kansas Internship Assistance/Assessment Model, an effort to bring together assessment and assistance to maximize the professional growth of beginning teachers, is described. The program has two purposes as specified in the Kansas Internship Plan (1987): (1) to assist the first-year teacher (intern) in acquiring or improving teaching knowledge…

This paper shares the outcomes of a developmental process designed to create a comprehensive teacher assessment program within a local school district. The paper includes a rationale that helps to explain the need for developing teacher evaluation systems different from most current models, the processes used to create the assessment program, and…

This article describes procedures to be followed in developing a system for observation of teachers in the classroom and use of the observation to evaluate teachers. A list of criteria is presented, including various types of validity, measurement characteristics, and practicality characteristics for observation systems. (Author/LMO)

Begun in 1996, Project Launch uses individual mentoring and day-long conferences to support new teachers in participating school districts in a 13-county area of North Dakota. First-year full-time teachers meet weekly with their assigned mentors to address immediate concerns and develop a teacher action plan. All participants gather for 4 days of…

This paper offers a broader framework for assessment and evaluation of teachers in developing countries. Teacher is seen not only as some one who imparts knowledge and skills but in the developing world, teacher has a wider role to play. (Contains 2 tables, 3 figures, and 13 footnotes.)

This report evaluates how good a job the states are doing when it comes to putting policies in place that will improve teacher quality. Forty-nine states are included; Oregon and the District of Columbia did not participate in the survey. States receive grades in whether: (1) they hold schools, principals, and teachers accountable for results; (2)…

Administrators and faculties are beginning to search for new methods of evaluating teachers and for ideas for developing new motivational systems which would encourage teachers to higher levels of performance. The outcomes centered approach to teacher evaluation encourages better teacher performance by devising methods for recognizing and…

Provides a theoretical rationale for honoring differences and distinctions between performance development and appraisal. Presents a Saskatchewan case study/field test of a differentiated approach that successfully used developmental supervisory styles (facilitating, collaborating, negotiating, or directing) to match each teacher's motivation and…

The innovative approach implemented by the Kansas State Board of Education to evaluate and assist beginning teachers is described. Pilot and validity studies of the program and its instrumentation developed with over 1,000 teachers are reported. Interns, experienced teachers, and administrators have indicated that the system encourages…

Discusses the role and consistency of judges' interpretations of teacher performance as part of an evaluative scheme for complex performance, with reference to the ideological framework of professional standards. The tension between assessment decisions and the recognition that assessment involves interpretation is explored. (SLD)

Presents an action-research approach to investigating the diverse goals and dilemmas characterizing staff appraisal activity. Describes an intervention to counter ineffective, defensive reasoning and teach two (New Zealand) principals how to think and act productively to manage dilemmas. Discusses challenges of the complex theoretical and…

This study determined whether nontraditional assessment factors (principal's gender, choice of subject matter for demonstrating competence, or years of teacher experience) would affect elementary teachers' scores when completing the Leon County (Florida) Teacher Assessment Process. Principal's gender and subject selected were significant…

A 3-year pilot study of alternative assessments for over 500 beginning teachers revealed numerous possibilities, including high-inference classroom observations, semistructured interviews, structured simulation tasks, performance-based assessment center exercises, portfolios, videotaped teaching episodes, and revamped multiple-choice examinations.…

Teaching portfolios are becoming the most effective tool to improve new and seasoned teachers' instruction via a supportive, convincing evaluation method. In taking a concentrated three days to write a creditable portfolio, a new teacher feels more competent to think about teaching. The portfolio's process of written reflection invokes the power…

What has been said about what teachers do and know is integrated into a theoretical framework for the education and assessment of teachers, addressing (1) why a theoretical framework is necessary; (2) what a comprehensive framework might be; and (3) how the proposed framework might be used. (SLD)