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)

School board members, superintendents, principals, and teachers in western New York identified both ideal and practical components for their districts' teacher evaluation systems. The strong disagreement of board members with principals concerning these components suggests a need for inservice training of board members and improved communications…

Lists seven steps for principals to take when terminating teachers: follow good evaluation processes, build a documented case, recommend the termination, notify the teacher, prepare carefully for the hearing, follow guidelines for testifying effectively, and accept the outcome. Expands on evaluation process characteristics, preparing for hearings,…

Describes how a process of collaboration between teachers and administrators is necessary for successful teacher evaluation. Guidelines are presented and then applied to an observation model. (MLF)

It is now recognized that there are almost as many learning styles as there are learners. Today's teacher is faced with the difficult task of developing a multidimensional system to evaluate his teaching effectiveness. (Editor)

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…

Survey of 91 Washington school districts found 153 teachers were placed on probation during 1984-87; of these, 40% were first-year teachers, 69% dismissed, retired, or resigned. Evaluated behaviors that proved hardest for teachers to remedy were handling of student discipline, classroom management. Deficiency in one of eight areas could lead to…

Proposes guidelines for principals attempting to evaluate teachers' grading policies. Principals should understand teachers' perspectives, ask for copies of their grading policies, be wary of traits (like "effort") not measuring achievement, consider grading information quality, think about homework's role, expect teachers to use numbers and…

Administrators' classroom observations should be supplemented by more thorough evaluation techniques. This article describes a simple device for measuring teachers' progress toward completing instructional goals based on electronically submitted lesson plans. Repeated low "turn" rates may signify the need for extra classroom resources or problems…

Observing administrators should watch and listen to both teachers and students, noting use of the target language by both groups, prevalence of student-centered activities, instructional strategies that encourage language learning and accommodate varied learning styles, well-integrated lesson plans, and presence of a comfortable classroom climate.…

Principals are not and never have been maximally effective instructional leaders. If any group in education is capable of achieving high quality in educational programs, it is the teachers themselves. (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…

The author explains a school-specific lesson observation format that meets the specific needs of teachers and evaluators. The lesson observation components of teacher evaluation become a positive experience for both teachers and evaluators using this system. (MD)

Describes current attitudes toward staff development through inservice education, the need to coordinate staff evaluation and inservice programs, and the leadership required of administrators and committees. Particular attention is paid to basing inservice programs on needs expressed by teachers. The program followed in Fort Lee (New Jersey) is…