A Connecticut superintendent convinced his staff to try 360-degree feedback by using it first on himself. Having the collective opinion of several stakeholders made appraisal conference more meaningful. Additionally, 360-degree feedback identified and measured standards, stimulated collegiality and trust among administrators and teachers,…

Analyzing teaching on the basis of student learning is consistent with cognitive perspectives on teaching that consider what students should know and be able to do, what the teacher can do to foster such learning, the teacher's success at achieving desired student outcomes, and how the teacher should improve instruction. (MLH)

Observation is important in evaluation, but artifact collection should also be used as a supplement to observation. This article includes a framework for analysis of content, design, and presentation of such material in teacher evaluation. (MD)

Drawing from research findings, this article identifies five dimensions of teacher evaluation (summative versus formative evaluation, criteria and standards, discernment versus criticism, and arithmetic versus holistic evaluation), then suggests three methods for making holistic judgments about teachers. (Author/JM)

An Illinois elementary school principal realized that the district's "yellow tablet" teacher-evaluation system was not working. In lieu of observations by the principal, teachers agreed to visit one another, sometimes in teams, and the principal volunteered to substitute for observing teachers. The new process demolished barriers between…

Through the 1950s, principals, supervisors, and education professors determined ideal teachers' attributes. Since then, teachers have been envisioned as analytic, effective, dutiful, competent, expert, reflective, satisfying, reflective, diversity-responsive, respective, or combinations thereof. Districts must create evaluation systems…

A Utah district's assessment committee created an innovative, yet conservative teacher-evaluation program using direct measures of teacher performance. Teachers can choose among various data sources: parent surveys, student surveys, student-achievement data, documentation of professional activity, and teacher tests. Datasets are preferred over…

Presents common attributes of effective evaluation systems, which are drawn from studies in Arizona, Michigan, and Vermont. Attributes include participant acceptance of validity, participant understanding of system mechanics and rationale, properly trained evaluators, a variety of evaluation methods, and evaluation as a district priority. (CJH)

Discusses evaluation issues that developed during implementation of the nation's first statewide career ladder program in Tennessee. After three years of development major issues have centered around communication, confidentiality, paperwork, career development, multidata source systems, and the evaluation cycle. (CJH)

The Aurora Public School System (Colorado) has devised a plan to ensure implementation of the adopted curriculum. By developing a program monitoring process and incorporating it in a handbook, staff can rate their behavior and use "green flags" or "red alerts" to characterize subject area strengths and deficiencies. (MLH)

Discusses the biases that can be built into preobservation conferences in teacher evaluations. Argues for the elimination of such conferences. Points out that skillful observation combined with analytical feedback in teacher evaluation increases teacher effectiveness. (MD)

Teachers in Utah's Park City School District select which of several types of information they wish to gather as evidence of their own teaching ability and effectiveness. The teachers are trained in information gathering methods, and the dossiers they develop serve as the basis for evaluations and promotions. (PGD)

Reviews the factors that any teacher motivation plan must incorporate to be effective and outlines 11 principles that should be followed in designing career ladder plans to meet teacher needs, increase teacher competence, and facilitate effective instruction. Warns against potential pitfalls in career ladder plans. (PGD)

Authors review the clinical supervision model and present a case study of its use in peer supervision. Findings reveal the underlying assumptions of the model are incongruent with school context. (MD)