A methodology for developing a teaching effectiveness rating instrument is provided which elicits measures in terms decision makers believe important, avoids redundancy, includes items raters are able to rate (as perceived by decision makers), and includes concerned parties in the development of the instrument. Methodology consists of development…

A training manual is presented to insure reliable use of the Assessments of Performance in Teaching (APT) observational evaluation instrument. The 24-hour training program's major instructional method requires round-table discussions of observations. Videotaped teacher demonstrations are required for practice and criterion assessments. The…

This manual is designed for use by data collectors and others during training on the Teacher Performance Assessment Instruments (TPAI) developed by the Georgia Department of Education and the University of Georgia to evaluate minimum competency skills in candidates for teaching certificates and beginning teachers. Contained within are the five…

Under the assumption that evaluation must involve the teacher in an introspective process so as to develop the habit of continuous improvement, guidelines which give direction to industrial arts program evaluation were developed. These are intended for use by industrial arts teachers and by preservice teacher education students. Major chapters…

These materials for workshop use are intended to enable teacher educators to describe a process for developing measurement instruments from competency statements and their related objectives; to recognize, describe, and discuss basic assumptions underlying the measurement process; and to develop behavioral indicators to be used in the assessment…

This study tested the use of a specially prepared rating sheet, the U-AGE Questionnaire, to obtain information about individual performances in student teaching situations and in first on-the-job positions. Ratings of U (unacceptable), A (acceptable), G (good), or E (excellent) were given for 12 categories, including personal appearance, staff…

Any particular teaching performance is limited by time and place and must be regarded as only a small sample of the large collection of activities called teaching. Evaluation is part of teaching, but it may also be a separate activity carried on by a third party. Evaluation methods differ according to the purpose, whether for guidance of…

Four papers presented at the 1971 American Association of School Personnel Administration Convention are reproduced in this document. The papers call attention to some aspects of teacher-selection program, including recent legal developments affecting teacher evaluation; the importance of multiple, locally weighted selection criteria; the…

This study utilized the Delphi Technique to identify desired competencies at four stages of professional education: entry, preservice, in-service, and teacher educator. As originally developed, the Delphi Technique consists of four steps: a) each participant is asked to write his opinion on a specific topic; b) each participant is asked to…

Part of the principal's responsibility is the formal evaluation of professional personnel. It has been ascertained this process is threatening to the staff because of the association between evaluation and employment. To decrease the threat the evaluative instrument has been simplified. The administration attempts to create a positive atmosphere…

A survey of Connecticut high school teachers, principals, and other supervisors about the concepts considered important in observing a class. (Author/MLF)

A survey of teacher evaluation instruments in 32 New York school districts. (Author/MLF)

The author presents humanistically-oriented evaluation criteria for the assessment of college supervisors, supervising teachers, and student teachers in a competency-based teacher education setting. (MJB)

Presents common attributes of effective evaluation systems, which are drawn from studies in Arizona, Michigan, and Vermont. Attributes include participant acceptance of validity, participant understanding of system mechanics and rationale, properly trained evaluators, a variety of evaluation methods, and evaluation as a district priority. (CJH)

Observes the increasing use of class test scores for rating teachers and reviews arguments against this practice. Cites research pointing to a variety of influences on standardized test scores other than teacher performance. Concludes that teacher evaluation must incorporate a variety of measures. (KH)