Provides guidelines that may be used by supervisors as a checklist to assist them in conducting evaluation procedures that show proper concern and understanding for the needs of the classroom teacher. (Author/IRT)

Discusses three problems in the usual approach to teacher evaluation--the failure to illuminate the differences in evaluation practices at different educational levels, the limited usefulness of the typical evaluation form, and the propensity to view supervision and evaluation as one process. Suggestions for improvement are offered. (WD)

Outlines 12 steps a principal should follow when he or she has put a teacher on an intensive evaluation cycle because of the teacher's unsatisfactory performance. The steps focus on following and documenting procedures that will lead to a fair dismissal case. (IRT)

For principals to help teachers improve the quality of their instructions, this author suggests that judgmental attitudes must be completely eradicated. In the place of evaluation, non-directive supervisory conferencing is suggested. This article describes the technique. (Editor)

Author discusses the necessity and the methods of evaluating teachers, and points out damaging political results when evaluation is neglected. (GB)

Supervision, in the opinion of the author, can be singularly important in the improvement of teaching and learning. In this article, he identifies three dilemmas facing supervision, which must be confronted before improvements can be made. (Editor)

Offers 20 recommendations for administrators to follow in preparing for teacher evaluation conferences. (Author/WD)

Provides an evaluation model and outlines steps to take in planning for the evaluation process. Such planning and organizing ensures that the evaluation process is achieved systematically. (IRT)

A typology of evaluation techniques intended to help school personnel to compare and contrast various approaches. (Author/MLF)

Surveys 86 teachers from five Florida counties to determine their perceptions of their principals' effectiveness as evaluators. Finds four areas teachers consider essential for effective teacher evaluation: Principal initiated interaction with teachers, consistent evaluation process, principal commitment to effective evaluations, and principal…

The evaluation report, when properly integrated into a growth-oriented teacher evaluation system, can be a powerful force that helps promote instructional improvement. Such reports serve various functions, including meeting legal requirements, communicating and reinforcing the principals' vision, determining minimal competence, and providing…

Discusses staff evaluation in terms of how much can be expected of a teacher according to his experience. (Editor)

By adopting the attitude that teacher evaluations should serve primarily to help the teacher improve and only secondarily to determine whether teacher contracts should be renewed, principals can establish a collegial atmosphere that makes the evaluation process less threatening and more effective. (PGD)

Illustrating the conflict surrounding teacher evaluation, two recent court cases are reviewed. The author draws three conclusions: follow rules closely in teacher termination proceedings, make sure evaluation requirements are met in incompetency terminations, and give teachers an opportunity for improvement. (MD)

Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)