In this article, the author uses the models of accountability outlined in Darling-Hammond's (1989) article as a lens to examine the current climate of educational accountability, particularly the status of professional accountability, and to explore the role of teacher-performance assessment. The question at the core of this exploration is, Are we…

Offers a tri-modal conceptualization of appraisal/supervision, discussing: (1) appraisal/supervision as a rational five-phase process mediated by the environment within which it occurs; (2) the integrative setting needed for effective supervision and appraisal; and (3) operationalizing the process through a series of activities involving an…

Reviews traditional models for evaluating teachers, then proposes a model based on the appropriateness and quality of lessons. (FL)

Offers some practical suggestions regarding a competency-based performance appraisal of student teachers. (Author/RK)

Reviewed is literature on teacher evaluation. It is suggested that evaluation frequently arouses fear and activates defensiveness on the part of teachers. Some of the alternatives to resolve this dilemma are described. (KC)

There are not enough incompetent teachers around to warrant building evaluation systems solely to get rid of them. To be effective in terms of increasing student learning, teacher evaluation programs should focus on helping competent teachers become better. The individualized performance objective or job target approach can do this. (SJL)

Reviews practices related to professional growth and development from teacher training programs, business, and higher education and proposes a model applicable for the professional growth and development of teachers. (FL)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)