This document explains the teacher evaluation process used by the New Britain (Connecticut) School District. The major parts of the evaluation cycle--self-evaluation, goals and objectives, and job description evaluation--are described. Other sections address ways in which to resolve conflicts and problems and procedures for continuing employment.…

This article highlights the state of the art in assessing the competency of elementary and secondary teachers in America. It includes an analysis of the historical perspective of teacher evaluation, the dilemma currently plaguing teacher evaluators, and future direction for research in teacher evaluation. The primary focus is on the two models…

Teacher evaluation determines tenure, salary, academic rank, or promotion and must be based on content, purpose, or nature of the teaching activity before, during, and after the classroom visit. Its six principles are: (1) realization of its necessity and complexity, (2) objective attitude, (3) focus on definable segments of observed behavior of…

Section one of this paper on teacher evaluation examines teacher evaluation by objectives. It discusses workload and the roles of specialists and generalists in education. The second section analyzes each of the following faculty roles: (a) classroom facilitator, (b) resource person, (c) academic advisor, (d) non-academic liaison, and (e)…

A design is proposed which would unite the elements of teacher evaluation, differentiated staffing, and inservice education into continuous progress plan, in which teachers would undergo continuous growth experiences and assessment to prepare them for a variety of horizontally differentiated roles. In this way all aspects of a teacher's…

The purpose of this investigation was to examine the performance of University of Georgia student teachers in English on the six dimensions of the Checklist of High School Class Activities and to compare this evaluation with student teaching grades, academic grades, and scores on the National Teacher Examinations. The 74-item checklist was…

The growing dissatisfaction with present approaches to teacher education, the availability of increasingly analytic tools in teacher education, and the demand for greater accountability in education generally have given rise to the concept of performance-based criteria for teacher certification. Central to the question of performance-based…

The Annual Self-Inventory for Science Teachers (ASIST) is intended to help junior and senior high school science teachers to systematically judge the extent to which they meet reasonable professional standards and to suggest what they might do to improve areas of identified weakness. The standards have been determined by the Commission on…

An effective personnel evaluation system should contain ten components: (1) an introduction including the selection and composition of the committee that develops the program and the procedures used in its development; (2) a philosophy of evaluation based upon an assessment of the teaching environment of the district; (3) a listing of the purposes…

These authors see teacher evaluation as a cooperative process, one that evaluates competency from both internal and external frames of reference. Meeting initial resistance, determining who evaluates, and outlining necessary conditions are all part of this article. (Editor)

Subjective, aggregate, and individual methods for teacher evaluation are critically analyzed. (DS)

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)

To create an effective performance evaluation system for special education teachers, a cooperative educational unit in New York State reviewed both performance criteria and operational procedures involved with data collection. Using effective teaching literature, the group developed 18 criteria and accompanying descriptors acceptable to teachers.…

A review of research relating to the writing and use of letters of recommendation suggests that students, placement officials, employers, and authors of recommendation letters should work from facts rather than opinion. Categories such as lesson planning, lesson presentation, classroom management, discipline, and interpersonal relations can be…

Describes a study comparing profiles of students identified subjectively by teachers as at-risk to profiles of students who dropped out and to "normal" students. Results suggest that teachers judgement is influenced by the make up of the entire class and more objective assessment instruments should be used. (SD)