With tongue in cheek, the author applauds the accountability advocates for their efforts. His real message comes through loud and clear. (Editor)

Surveys three studies on the use and value of teacher aids and cites the need for more evaluation and research in this area. (GB)

Examines nine generalizations about teaching and teacher evaluation and determines that all are incomplete and therefore misleading. Concludes that teacher evaluation can be acceptable to and helpful to teachers if handled correctly. Particularly stresses treating teachers as professionals. (PGD)

Contends that the typical substitute teacher program retains antiquated stop-gap measures of little value to a school. Offers suggestions for recruitment tactics, inservice training, and evaluation. (Author/WD)

Staff evaluation is a high-interest area for all members of the school community. Since there is no definitive research that lights the way to a "perfect" evaluation system, the development of a plan falls upon the local school administrator's shoulders. Guidelines and a checklist may provide some assistance in this endeavor. (Editor/RK)

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)

Confronted by lack of congruence among supervisors' identification of teachers' needs, teachers' identification of their own needs, and in-service training, East Brunswick (New Jersey) High School developed a comprehensive staff development program based on videotaped lessons provided by teachers and reformulated teaching behavior descriptions…

Principals, this author says, must allow teachers to appraise themselves. Introducing teachers to observation systems and inviting them to participate will give them the impetus to improve their teaching through increased self-knowledge. (Editor)

Presents guidelines for teacher observation and evaluation. (Author/MLF)

Outlines a teacher evaluation system that includes the use of the Low Inference Self-Assessment Measure (LISAM). Outlines the use of the elements on the LISAM instrument presented in figures 1 and 2. This evaluation procedure includes the use of audio and visual recordings of the teacher in the classroom. Includes references. (MD)

Describes the Evaluating Your Faculty Evaluation instrument, a device to help principals clarify their role in the teacher evaluation process and to identify areas needing improvement. To improve instructional leadership skills, principals should involve faculty in criteria development, attend seminars, and constantly examine their own personal…

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)

Offers a supervision plan designed to help identify teaching deficiencies, assist in planning and managing improvement, and create situations promoting dialogue beween principals and teachers. The plan involves yearly goal setting, pre- and postobservation conferences, and an informal observation process. (MLH)

Outlines a career ladder program developed in the Provo (Utah) School District to identify and train teacher leaders. (MD)