Evaluation and coaching should not be linked, these authors argue. Although it's tempting for evaluators to identify deficiencies and then specify coaching as a remediation strategy, doing so turns coaching into a consequence of a poor evaluation and termination into a consequence of failed coaching. Another mistake is to use coaching as a data…

The state of teacher evaluation is a significantly and frequently neglected problem in public education, an enterprise that spends $400 billion annually on salaries and benefits. Because teacher evaluation is at the center of the quality of teaching in the nation's classrooms, it has the potential to be a powerful lever of teacher and school…

Government agencies administer exams to appraise educators' effectiveness. However, most teachers and administrators are unfamiliar with how such large-scale tests are put together or polished. A profession's adequacy is being judged on the basis of tools that the profession's members don't understand. As such, educators need to have a dose of…

This collection of nine papers was presented at a workshop on evaluation for excellence in education. "Why Evaluate?" by Madeline I. Hardy, contends that although reform is needed, evaluation must continue in order to measure educational change, bring improvement, and provide public accountability. In "Evaluation for Excellence in…

Evaluation of teaching remains an inaccurate undertaking. Many believe that taking into factor the numbers of classes taught, students taught, graduate students supervised, honors contacts made, and undergraduates mentored are the best quantifiable measures for teaching. However, this author argues that such measures do little to provide a useful…

The Florida Performance Measurement System is probably the most extensive attempt in recent years to translate research on teaching into a practical form for use in training, evaluating, and rewarding teachers. However, the FPMS reflects no sense of the values inherent in teaching and misses all the joy of teaching. (MT)

Expresses reservations about the model for assessing creative activities in evaluating teachers for promotion. (PD)

Offers a model to examine the phenomenon of teaching as a transaction. Seeks to refine the distinctions between transactions which are complete upon execution and those which must await a qualitative judgement of some performed act for their completion. (DAB)

Affirmative and negative positions on the resolution were presented in a debate at the 1982 Association for Communication Administration Seminar. Questions were discussed that are basic to an adequate evaluation of the work of directors in colleges and universities. (PD)

Suggests ways for ensuring that teacher evaluation methods used by principals when dismissing teachers will stand up to the challenges posed by hearings: Did the principal try to help the teacher improve? Were evaluation criteria relevant? Was the decision to terminate arbitrary or capricious? Was the evaluation process confidential? (PGD)

Draws an analogy between teaching and theatrical performance by analyzing the criteria essential for evaluating both: setting, structure, form, content, presentation, style of the performer/teacher, and communicative skills. (CAM)

Student performance should be among the criteria used to evaluate teachers. Some advantages to comparing teachers on the basis of their students' learning are that such comparisons can provide (1) benchmarks by which to judge the validity of the criteria and measures of teaching effectiveness, (2) the evidence needed to match certain kinds of…

Suggesting that the university faculty members assigned extra-curricular duties with forensics have been denied proper evaluation procedures, this paper argues for the need to apply professional evaluation standards to forensics directors. It proposes four separate components to be considered in developing such standards: (1) professional…

Explores the role of teacher evaluation and suggests ways professionalism might be achieved through the evaluation process. Recommends that peer review might be an important means of defining and enforcing professional standards in teaching. (DR)

Warns about the phenomenon of reactivity: faculty members will change behavior to accommodate evaluative criteria for promotion. Cautions that evaluative criteria must be developed that do not produce unexpected and unwanted side effects. (PD)