Describes classroom observation techniques focusing on what the students are learning rather than how the teacher is teaching. Highlights research on effective teaching; provides examples of programs to teach principals effective classroom observation and teacher-evaluation techniques; emphasizes link between teacher evaluation and professional…

Before deciding to recommend nonrenewal of a teacher's contract, the principal must be prepared to identify specific areas where significant improvement is critical and to provide maximum possible assistance. Some tips are provided to help principals prepare the formal evaluation, lend assistance, make the final decision, and live with it. (MLH)

Recounts an elementary school principal's interviews with 487 graduating sixth graders regarding their single, most vivid school experience and the qualities characterizing their best teacher and their favorite teacher (names not identified). The survey disclosed eight professional teaching qualities of "best" teachers (listed in inset). (MLH)

A principal explains how he fulfills his responsibility as an instructional leader by teaching each class at least once every year and helping teachers with instructional problems. (JM)

Suggests ways of judging teacher performance based on the five basic steps in the teacher evaluation process: (1) gathering information and making judgments; (2) holding the evaluation conference; (3) identifying areas needing improvement; (4) providing assistance; and (5) guiding the teacher out of teaching if improvement cannot be made.…

To help administrators with their classroom observation responsibilities, this article presents teacher performance guidelines. Teachers should actively involve students in a planned lesson, circulate among them, present instruction clearly, provide opportunities to practice new material and oral communication skills, create a positive learning…

One way to exert leadership in orienting new teachers is to act confidently as master teacher. This can be accomplished by scheduling informal monthly orientation meetings centered on priority topics. Roundtable discussions of sensitive topics foster a different image of the principalship, increase administrator visibility, and facilitate both…

Teacher evaluations can prove very effective if sufficient observation time is allowed, classroom activities are noted objectively and thoroughly, both positive and negative findings are discussed fully with the teacher, and opportunities for improvement are provided. (PGD)

A Florida principal uses a teacher evaluation process that begins with a written description given to each teacher at the beginning of the school year, which includes information on how long the process will take, what products are expected of the teacher, and what concerns the evaluation will address. (Author/MLF)

The incompetence of a few teachers can destroy the efforts of many excellent teachers. Principals need to know how to evaluate teachers effectively and act on their evaluations. The rationalizations typically used to justify failures to dismiss incompetent teachers will not stand up to scrutiny. (PGD)

Marginal teachers have three common behaviors that have questionable or negative effects on student learning: failure to create an appropriate classroom atmosphere, lack of personal insight and motivation, and unwillingness to accept responsibility for problems. When mentoring and improvement programs fail, collaborative programs with the right…

To motivate and reward master teachers, an upstate New York elementary principal began asking such teachers to substitute a self-directed professional goal for the usual formal evaluation process. Three meetings were then scheduled with each teacher to review goals and monitor their progress in achieving them. The process resulted in improved…

Describes one principal's experience in dealing with an incompetent teacher. (PKP)

Describes three-step process principals can use to collect and compile student test data from teachers on a regular basis: Asking for test data; deciding what to ask for; and supervising the data-reporting process. Asserts that data-collection process will benefit teachers' classroom practices and student achievement. (PKP)

Music teachers are often evaluated solely in terms of classroom management skills and assembly programs. This article suggests observable, measurable ways for principals to assess elementary music teaching--contingent on children's demonstrable enjoyment and understanding of music. Paul Lehman adds eight reasons for music education, including…