A brief description of a remediation and dismissal process that ensures due process for employees while encouraging principals to adhere to a strong code of professional and ethical conduct. (Author/MLF)

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…

A survey of Connecticut high school teachers and their supervisors (principals, department heads) reveals different perceptions of the value of teacher observation reports. (Author/DS)

Shows how a mastery teaching program was applied to one Iowa school district to improve and evaluate teacher performance. Emphasizes the principal's role in such a program. (JW)

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)

A classroom observation checklist for evaluating secondary schools reading instruction is presented. (MJL)

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

Principals unable or unwilling to conduct thorough teacher evaluations using classroom observations should consider two other sources of evaluation data: "artifacts of teaching," including lesson plans, tests, activity instructions, and bibliographic handouts prepared by teachers, student work, peer testimony, and similar materials; and…

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)

When evaluating special education teachers, observers need to focus on effective teaching strategies common to both regular and special education teachers. Where variations in the central act of instruction exist, they are usually differences in emphasis justified by special education students' unique requirements. (two references) (MLH)

Teachers cannot be members of learning communities without time for regular reflection, research, collaboration, and innovation. A private academy developed a formalized learning process dividing faculty into three groups. Each undergoes an evaluation year, a learning development year (with reduced teaching load), and a consolidation/practice…

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)

The human factor, the authors say, makes the product of schools of education hard to evaluate. They describe, however, a successful teacher-training program that provides more actual classroom teaching activities much earlier than do most teacher education programs. (Editor)

Describes Provo (Utah) School District's efforts to establish instructional leadership roles for its principals. To achieve instructional improvement goals, Provo principals are expected to provide leadership in four fundamental areas: staff development, curriculum review, clinical supervision, and evaluation and assessment. Includes four…

Delineates eight recommended steps toward effective teacher remediation, including developing clear performance criteria and commonly understood standards; relying on a clear set of procedures for deficient teachers; making remediation a team effort; varying intervention strategies; supplying adequate resources and supportive policies; and…