The question of whether teacher evaluation should involve teaching peers is discussed in relation to the concept of "zones of acceptance." The author suggests that teachers should be involved in evaluation when the issues being evaluated fall within their scope as teachers. (MD)

Provides a twofold plan for staff development and peer evaluation linking evaluation and training of teachers. This process enables teachers to have their professional needs met while treating them as individuals and improving classroom skills. Includes a classroom observation checklist and a teacher evaluation system form. (MD)

Questions the extent to which administrators contribute to the effectiveness of English departments and to evaluation of teachers based on trust. Describes the peer evaluation program developed at Evanstown Township High School (Illinois) and asserts that interaction at a level of trust is the secret of evaluation for the purpose of effective…

In a research-based approach, the responsibilities involved in teacher evaluation, including unclear and conflicting areas, are reviewed. The author provides a set of six guidelines to consider when developing evaluation systems. (MD)

While the author supports the concept of merit pay, he points out the problems in applying the system to an educational setting. He advocates developing better ways to measure teacher productivity. (MD)

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…

Research literature highlights the principal as central to teacher evaluation. However, principal reports do not provide adequate information to document teacher quality. Good teacher evaluation adds multiple data sources such as client surveys, peer reviews of materials, and pupil achievement data, which vary by teacher and setting. Principals…

In pointing out the problems involved in evaluation by administrators, the author presents a strong argument for collegial evaluation and presents a proposal outlining a flexible system for peer evaluation of teachers. (MD)

Finding that lack of time was the obstacle to teachers' peer observations, one school district devotes inservice time for teachers to observe each other. (JW)

Provides a model for a collegial support system--an alternative to administrator-conducted supervision of teachers--that allows administrators to move from a directive to a supportive role with teachers. (JW)