Presents recent research data which strongly support the widely held intuitive feeling that beginning teachers find the first year of teaching to be one of severe disillusionment. (Author)

This article illustrates several techniques to assist teachers in objectively evaluating what is going on in their classroom. (Author)

The authors discuss "evaluation paranoia" as a fact of life for students and educators. By grades or job evaluations, both are pressured into conformity through fear of the evaluator. Suggested is a new conception of evaluation, based on self-appraisal and mutual goal setting, to promote honesty and personal growth. (SJL)

simple wedge with its tip made of durable, clear, and appropriate teaching standards forged in the furnace of science and theory widens to bring the materials and processes of art and practice to bear on the work of strengthening and renewing all of teaching by applying the national board's standards and assessment processes. With this model,…

Focuses on issues regarding the training of administrators in evaluation processes and the use of teacher evaluations for growth potential as well as termination. (JC)

Describes the program developed by one California school district to meet the requirements of legislation concerning the training and evaluation of probationary staff. (FL)

Reports the findings of a study that assessed teachers' perceptions of (1) how and when they were supervised or evaluated, (2) what effect teacher unions had on these processes, (3) how they learned how well they were doing in the classroom, and (4) what direct or indirect effects supervision or evaluation had on their teaching activities. (HOD)

Reviews Douglas McGregor's "Theory X" and "Theory Y" views of teacher supervision. Concludes that supervisors need to understand the personal belief systems of the teachers they are supervising. (FL)

Presents a theoretical construct of teacher supervision within the time constraints common to most principals. Offers suggestions for modifying the preconference, observation, postconference cycle of teacher evaluation to make it more efficient and effective. (FL)

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)

This article explores the learning opportunities that standards-based portfolio assessment offers to promote teacher and faculty learning in teacher education. It discusses the impact on learning from two perspectives: that of teacher candidates and faculty using a paper-and-pencil approach for portfolio development, mentoring, and scoring; and…

The author considers five of the most prevalent faults attributed to the process of teacher evaluation by principals and some criticisms resulting from an analysis of those faults. Twenty-five suggestions for improvements in the evaluation process and some examples of inappropriate comments made by principals are given. (Author/RK)

Discusses the cases for and against merit pay for teachers and concludes that the number of failures in using merit pay far outweigh the successes. (JC)

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)