This second of two articles on questioning strategies and skills explores for principals evaluating teaching the characteristics of good questions, to dos and don'ts in questioning, and the research on questioning. (CJH)

Provides two teacher evaluation models for principals. Emphasizes teacher evaluation based on teacher's abilities rather than student achievement. (MD)

The Flanders Interaction Analysis instrument is an alternative evaluation method. The author presents modifications adapting it for use in evaluating special education teachers. (MD)

Article explores several questions about the value of student evaluation of teachers, and describes one school's experience with student evaluation. (Editor)

Before engaging in supervisory conferences with teachers following lesson observations, administrators should plan strategically by considering the psychological context of the conference and by reviewing carefully the data on the teacher's performance. (PGD)

One way of determining the effectiveness of teacher education programs is to have evaluations of program graduates made by the principals employing them. Such an evaluation in Texas found that teacher education graduates received evaluations while they were practice teachers that differed from those they received as employed teachers. (Author/MLF)

Provides recommendations that may be useful to administrators and directors of programs that require more and more truly exceptional skills and experiences on the part of instructors and trip leaders if the programs are to be conducted safely and effectively. (Author/IRT)

Completed projects, student essays, and teaching assignments provide valuable information about teaching performance. (Author/MLF)

Reviews research findings of the observer effect on student and teacher behavior and its implications for administrators. (Author/MLF)

Suggests a different perspective from which the evaluator can view the teacher-learner relationship--diversity of learner styles. (Editor/RK)

The Fort McMurray Catholic School District in Alberta, Canada, developed an evaluation model to address shortcomings in typical plans, including failure to nurture competent teachers, assist beginning teachers, challenge accomplished educators, assess and improve school leadership skills, enhance staff ownership of the process, and counsel…

It is inappropriate to judge high school teachers' failure rates without making appropriate modifications to reflect student-caused failures. Devising an adjusted failure rate addresses this problem. If properly placed students with 10 or more days absent and 10% or more missing homework assignments are removed from failure numbers, the…

Describes the Kansas Internship Program to increase the likelihood of success for beginning teachers. Based on program implementation research, this article offers suggestions for conducting a successful internship program and discusses relevant factors that might influence assessment, such as gender, age, and racial differences. (10 references)…

Offers a teacher evaluation model designed to help principals understand their role as instructional supervisor. The model can also help teachers understand the nature of the evaluation being accomplished, facilitate the delegation of formative evaluation to others, and reconcile two seemingly irreconcilable processes. (12 references) (MLH)

In contrast to "scientific" teacher evaluation methods, horizontal evaluation, and the critical approach to clinical supervision allow teachers to act autonomously in questioning and evaluating their teaching. These models are part of a growing democratic tradition of educative evaluation emphasizing active teacher involvement and a more…