Teacher evaluation should be implemented as a meaningful way to continue improvement of instructional practice. Evaluation criteria must be carefully defined and measured to eliminate ambiguity. (Author)

Outlines a merit pay incentive plan that will improve teacher quality and performance. Includes a sample merit evaluation form. (MD)

As instructional leader, the principal sets the tone for quality classroom instruction. Through designing effective observation instruments, conducting planning conferences, recording objective classroom observations, and providing constructive feedback, the principal can ensure that this goal is met. Includes one reference. (MLH)

Due process hearings should not threaten principals who have performed their teacher evaluation duties well and can demonstrate (1) the persistent nature of the teacher's difficulties; (2) repeated warnings; (3) frequent assistance; (4) adequate time and opportunity to improve; (5) close supervision; and (6) the teacher's involvement in a normal…

The recent national report on the quality of education in the United States has noted the need for effective methods of evaluating teaching performance. These evaluations are best done by administrators. The pros and cons of various approaches to evaluation are discussed. Includes five references. (Author/MD)

In comparing the effectiveness of accountability and growth-oriented systems of teacher evaluation, growth-oriented systems, which facilitate the flow of performance information back to the teacher, are more likely to have a positive effect on teaching quality. (3 references) (CJH)

Presents a proposal for effective teacher supervision and evaluation that puts the responsibility for supervision on someone close to the teachers, while the responsibility for evaluation remains the principal's. Includes diagrams outlining supervision and evaluation procedures. (MD)

An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

Giving reasons for terminating employees can enhance the credibility of administrators among teachers and the public. The legal and policy review presented here can help administrators with the task of formally evaluating teachers. (Author/LD)

Presents a 30 item teacher evaluation instrument along with a discussion of its application. (Editor/RK)

Evaluation, if not carefully planned and implemented, can do more harm than good. Describes a successful system used to monitor one recent educational innovation. (Editor/RK)

To implement an effective evaluation and instructional supervision program, principals should hold high expectations for teachers, establish mutually agreed-upon performance criteria, improve teacher-administrator relations, conduct unbiased observation conferences, and establish a nonthreatening coaching atmosphere that encourages…

Principals may wonder how to evaluate teachers using student-centered, indirect teaching strategies with an assessment instrument geared to reward a more teacher-centered approach. This article offers some suggestions concerning the instructional cycle, classroom observation techniques, postobservation conferences, and the formal writeup. (MLH)