Faculty members' reactions to constructing and evaluating course portfolios were examined, and how that process might be improved was explored as part of an annual evaluation of teaching. Three college departments (sociology, accounting, and dental hygiene and assisting) volunteered to use portfolio review in the 1991-92 school year. In all, 22…

Presented is the fourth Summative Report developed by Northern Arizona University researchers for the Joint Legislative Committee on Career Ladders (JLCCL) concerning the implementation of the Arizona Career Ladder Program (ACLP). The ACLP has resulted in considerable developmental success toward meeting intended program goals. This report is…

Panels comprised of representatives of school administrators, classroom teachers, school boards, and teacher education institutions identified educational issues and potential solutions to them. The panels deliberated on the areas of: (1) recruitment into teacher preparation; (2) assessment of teacher preparation programs; (3) recruitment and…

Tennessee initiated a Career Ladder Program for teachers in July 1984. The program is designed to recruit, retain, and reward outstanding teachers. Teachers who obtain upper career ladder status receive financial rewards ranging from 2,000 to 7,000 dollars per year. This status is achieved by participation in a comprehensive evaluation process.…

Distinctions between levels of professional teaching skills are made in this paper, which illustrates the interdependent relationships among teaching, learning, and the effects upon teacher compensation. Performance pay for teachers is discussed, specifically career ladders that call for the evaluation of teaching performance as a factor in…

This report analyzes the content and development of the 45 school district career ladder plans submitted in 1984 to the Utah State Office of Education. Descriptive commentary and data tables are used to examine (1) the structure and composition of planning committees; (2) teacher evaluation provisions, including changes in evaluation methods, the…

The wide variety of contexts in which good teaching takes place, a desirable circumstance from most points of view, creates problems, not the least of which is evaluation. Systematic observation is one measurement procedure that can provide some of the data essential to reliable observation. The fourteenth National Symposium for Professionals in…

Teacher education reform legislation in Mississippi was put into effect in 1985, concurrent with the planning year of this project which developed a prototype for automated evaluation of teachers' performance. This automated system of information management was designed in response to requests for demographic program information from governing…

An expansion of suggestions provided to beginning graduate students who plan to function as teaching assistants is presented. Suggestions fall into the major categories of: advice from over 100 beginning teachers who just finished their first year of teaching; needed information at the beginning of the teaching term; shifting pre-lesson overviews…

The Collegial Evaluation Program leads to improved teaching by systematizing a way for teachers to obtain frequent, focused feedback from themselves, their students, and their colleagues. The process can be used by a single pair of teachers, a teaching team, a department, or an entire faculty. The purpose of this manual is to introduce the idea of…

The findings in evaluation and testing activities of the Austin Independent School District (AISD) during the 1981-82 school year are summarized. The first section, "1982 at a Glance," discusses the evaluation findings as a whole. Final reports and abstracts of related reports on achievement test results are presented for the district…

The evaluation of the Dade County Public Schools, Florida 1983-84 Beginning Teacher Program was designed to achieve these specific goals: (1) assess the extent to which program operations and procedures facilitated the implementation of major project components; and (2) determine the program's effectiveness in achieving its major outcome of…

This paper examines the practice of successful urban teachers, exploring the validity of National Board for Professional Teaching Standards (NBPTS) and Interstate New Teacher Assessment and Support Consortium (INTASC) urban teacher assessments. Results from a literature review and empirical evidence indicate that successful teaching occurs when…

Process/product instruments of the 1970s attempt to evaluate teaching based on classroom observations. Performance-based teacher assessment is an ineffective, inappropriate method that does not truly assess teaching. Alternative methods (portfolios, student evaluations, peer evaluation, dossiers, and 360-degree feedback) support professional…

Prescriptive writings on performance evaluation have argued that splitting the administrative (summative) and developmental (formative) roles will lead to evaluatees being less defensive and more open to discussing performance problems and taking suggestions, and that without the responsibility for making an administrative evaluation, evaluators…