Reported is a study on the process of teacher evaluation intended to establish evaluation procedures acceptable to science teachers. A questionnaire of 111 items was used to set criteria. Each of the 220 judges involved in the 1970 Outstanding Biology Teacher Award program was asked to rate the items. The category with the majority of significant…

It is concluded that the rural principal is just as well-informed regarding evaluation determiners as is his/her urban counterpart. (Author/KR)

Describes a process of supervision that the author used successfully when he was a principal. (Author/MLF)

Administrators seeking effective teacher evaluation should be cautious about using extensive evaluative formats without first examining whether they encourage two-way communication between the administrator and the teacher. (Author/MLF)

The author presents an evaluative instrument for identifying the professional productivity of health and physical education faculty at the university level. (MJB)

The educational philosophy and general principles underlying the concept of teacher evaluation are discussed and suggestions made for objectives and procedures assuring a well-planned, fair, and constructive evaluation process. (MB)

Use of multiple data sources in evaluation, or congruence analysis, promotes effective teaching. Data are systematically compared from classroom observation, teacher self-analysis, and student descriptions. A set is produced by scaling data from criteria and source. Diagnoses with suggested action are most useful in improving instruction. (CJH)

A merit pay policy for teachers will not solve educational problems because poor performance in school is rarely due to weak teachers and because "merit" in teaching is not necessarily identifiable. Possible impacts of merit raises are discussed. (DF)

Focuses on the progress made in establishing professional status for early childhood educators. Lists 14 characteristics of a profession and asks questions related to each of these which deserve professional consideration. (BB)

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)

Discusses how issues involved in establishing the type of master teacher evaluation system called for in Tennessee's Comprehensive Education Reform Act apply to reading specialists: arbitrary selection of measures and criteria for assessing teacher effectiveness; utilization of alternative approaches including self-, student, and observer…

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)

Points out the merits of the model that assesses creative activities as analogous to scholarship in evaluating teachers for promotion. (PD)

Considers the model to validate the creative activities of theatre artists as limited, unworkable, and unacceptable. (PD)

Colleges are emphasizing more what professors do on campus rather than off campus; information gathering in evaluating teacher performance has become less haphazard, more structured, more concerned with student views; and institutions attach far less importance to faculty research and publication. (JD)