This evaluation model is an attempt to provide a workable formula for a typical school setting. The key ingredient is a climate of professionalism and mutual trust. (Editor/RK)

Teacher evaluation models focusing exclusively on the quantitative recording and coding of observable behaviors may not assist teachers in improving the quality of their instruction. Teacher evaluation should place more emphasis on qualitative dimensions of what teachers say during instruction. Includes four references. (Author/MD)

Describes the Walker-Carfield Model for teacher evaluation, designed to reduce teacher anxiety and hostility and reduce administrator time. Includes the Teacher Effectiveness Chart. (MD)

Experienced in the process of student evaluation of teachers, this author suggests ways of using student assessment to best advantage. (Editor)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

A Virginia school system independently arrived at and implemented some recommendations from NASSP's 1996 report "Breaking Ranks." In 1994, Old Dominion University and the Norfolk Public Schools embarked on a decade-long major school reform initiative (PRIME) aimed at providing students with exemplary college and career opportunities and…

Teachers with higher order needs benefit from expressing their creativity and exercising valued skills. The evaluation process should encourage experienced teachers to grow professionally and move toward self-actualization. The suggested evaluation model includes an evaluation conference, a choice of evaluation method, a planning conference, an…

Evaluation, if not carefully planned and implemented, can do more harm than good. Describes a successful system used to monitor one recent educational innovation. (Editor/RK)

Outlines the first part of a two-phase process for developing a student teacher evaluation model. A listing of the nine "core tasks" comprising the evaluation instrument is provided. (MD)

After examining the teacher evaluation, student feedback, and teacher self-assessment models used for instructional improvement, the author concludes that it is logical that teachers should assume more responsibility for learning how to help themselves and that the self-assessment model is rewarding and worthwhile. (Author/IRT)

Offers a teacher evaluation model designed to help principals understand their role as instructional supervisor. The model can also help teachers understand the nature of the evaluation being accomplished, facilitate the delegation of formative evaluation to others, and reconcile two seemingly irreconcilable processes. (12 references) (MLH)

Presents a portfolio assessment model that encourages teachers' professional growth while helping them evaluate their subject-matter knowledge; intellectual and problem-solving abilities; pedagogical skills; curriculum knowledge, insight, and skill; knowledge of learners and learning; and attitudes and dispositions. States that when teachers…

After examining clinical supervision and its evolution, the author presents a model of supportive supervision in which supervisor and teacher collaborate to assess and maximize student performance. The focus is on student attitudes, behaviors, and learning outcomes rather than on evaluation or criticism of the teacher. (WD)

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)

Describes a four-step process to involve teachers in self-evaluation that results in performance ownership. When supervisors incorporate teacher self-assessments into classroom observation reports, teachers are more willing to engage in follow-up professional growth activities and perceive supervisors as helpers in the process. (MLH)