Basic tips on techniques especially helpful to new teachers are listed. (MJL)

This article provides a framework for defining and analyzing classroom management problems of beginning teachers. It also includes a practical illustration of the application of this framework to the solution of a concrete teaching problem. (Editor)

Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)

In comparing the effectiveness of accountability and growth-oriented systems of teacher evaluation, growth-oriented systems, which facilitate the flow of performance information back to the teacher, are more likely to have a positive effect on teaching quality. (3 references) (CJH)

Discusses the following five ways that substitute teachers can enhance their own effectiveness and control in the classroom: (1) expect the unexpected; (2) use available people as resources, including staff and students; (3) improvise relevantly in the classroom; (4) use technology; (5) enforce disciplinary measures promptly. (PGD)

A supervisory model identifying profile, action, response, and analysis as sequential steps is outlined. Principal and teacher develop a profile of skills the teacher wants to improve and an action plan for realizing the profile. Students and principal provide feedback, and teacher and principal evaluate growth. (MJL)

Developed by a faculty committee to replace an outmoded system at Antioch (Illinois) Community High School, this teacher evaluation procedure calls for teachers to prescribe methods for improving their own instructional processes. Procedures for problem evaluation, routine evaluation, and probationary evaluation are listed and an evaluation form…

Faculty growth contracts are a viable way to define faculty ideas, chart the direction of professional growth, and assess teacher performance. Each contract includes a statement of yearly goals, means for accomplishing those goals, and a budget request. Guidelines are provided for implementing a faculty growth contract program. (TE)

Administrators seeking the cooperation of teachers in the classroom observation phase of teacher evaluations should establish well-defined criteria in the areas of planning, technical skills, instructional skills, and classroom management so that teachers can recognize the evaluation process as an objective attempt to encourage their professional…

The supervisory challenge of the decade will be preventing teacher burnout. Suggestions are offered that administrators can use as part of the supervisory process to stimulate teachers to embark on a program of personal growth. (Author/MLF)

A review of several studies reveals factors affecting the success of teacher evaluations: frequency of observations; teacher involvement in planning and operating the process and coaching peers; definition of expectations; fairness of incentives; and suitable supervisory techniques. Teacher autonomy and the value of evaluations in personnel…

Five questions relating to the management of incompetent teachers are answered: (1) What is incompetence? (2) How can the administrator help the incompetent teacher? (3) How can principals prove incompetence during dismissal hearings? (4) What kinds of resources are needed? and (5) Why is managing incompetent teachers worth the effort? (PGD)