Many factors make it difficult to identify a teacher formally as incompetent and to act on that identification once it is made. These factors include time constraints, bureaucratic requirements, and reluctance to face emotional stress. Once a poor teacher is identified, efforts are rarely made to help the teacher improve. Unsatisfactory…

The use of videotape feedback in professional development is unique in that it allows the observed teacher to also become the observing teacher. Such self-observation can be an empowering experience for the teacher when the self-viewing is effectively facilitated within the perspective of the observation and feedback process. There are at least…

The various approaches to research on teaching extend into notions about teacher change. It is difficult to discern whether researchers select research approaches on the basis of their beliefs about teacher change, or vice-versa. Models of teacher change related to these various approaches to the study of teaching include: 1) changing teacher…

The accountable evaluation for improvement procedure permits the evaluation and improvement of teaching by professional constructive alternatives. The teacher and his class are taped via portable television cameras. The tape is reviewed by the teacher, a subject or grade matter colleague of his choice, and the principal at a time convenient to…

An interagency conference, Reading Families and Youth Who Have Limited Resources, was held in September 1992. Over a 2-day period, 186 adult educators and human service professionals participated in 27 different workshops. An innovative evaluation model was developed to assess the impacts of conference participation on reaching audiences who have…

Issues for policymakers at the national and local authority levels concerning teacher appraisal are discussed, from the perspective of a local educational agency advisor in London, England. Teacher appraisal is one of the ways in which the plurality characterizing the English and Welsh education systems is being replaced by a national system. At…

The development of processes for considering student achievement data in the evaluation of teaching is discussed. As an alternative to the inappropriate and indefensible use of standardized test scores, the project on Expected Student Achievement (ESA) of the Kentucky Career Ladder Commission considered a management by objectives, or goal setting…

This paper seeks to answer three basic questions related to the use of teaching portfolios in faculty evaluation and development: (1) "What is a teaching portfolio?"; (2) "How can the teaching portfolio be used to document and facilitate teaching?"; and (3) "How can teaching portfolios be assessed?" The teaching portfolio is seen as encouraging…

Procedures and rationales for teacher appraisal are examined. The target-output model calls for agreed-upon objectives to be compared with professional work. The performance criteria model compares professional work to agreed criteria of competencies. A diagnostic model of appraisal of teacher needs and potentials is joined with the others in a…

A theoretical model is presented of student needs-to-be-satisfied that is designed to meet three interrelated criteria: (1) that the needs be related to the goals or objectives of instructors and the institutions which employ them, (2) that the satisfaction of the needs be objectively measurable on the instructor, and (3) that the needs be…

The monograph presents the guidelines of the Georgia Department of Education for annual evaluation of school speech-language pathologists (SLP). A combination of assessment methods is recommended including observation and review of records. The philosophy and purposes of the SLP evaluation is briefly outlined and includes identification and…

A summary report of the first two years of the Arizona Career Ladder Research and Evaluation Project is presented. This program, established in 1985, included the formulation of the Joint Legislative Committee on Career Ladders, which provided oversight for program implementation and development. The pilot program seeks to determine if student…

The Austin Independent School District (AISD) became interested in evaluation and testing skills of teachers when district and school averages on competency ratings in the area were among the lowest since 1979. School districts, as well as teacher preparation programs, should devote serious attention to the improvement of these teacher skills. In…

Collecting time-on-task data is necessary in order to research methods for increasing student time-on-task and to provide feedback to teachers on what teaching behaviors produce high levels of on-task behaviors in students. A student and a teacher behavior data collection instrument developed for research in the area of academic learning time is…

In response to the problem of developing a comprehensive system of evaluation to improve and reward instructional effectiveness that is acceptable to both the academic and administrative arms of an institution, this paper presents a series of recommendations comprising a possible approach to the problem. After providing a rationale for a…