The present paper outlines two alternative strategies for evaluating teaching effectiveness. These are: (1) within-subject reversal designs, and (2) multiple baseline testing procedures. Each design is discussed in terms of its application to research problems in higher education. In reversal designs, the student is exposed to different teaching…

This report briefly reviews research on teacher effectiveness and presents the conclusions of a 2-day conference held in October 1969 to consider issues related to the assessment of teacher effectiveness and make recommendations to the U.S. Office of Education (USOE) regarding the encouragement of research in this area. The committee concluded…

This paper discusses the importance of criteria in the evaluation of a teacher by his students and proposes a method of representing the results of the questionnaire in the form of one weighted average. The following points, emphasized in the construction of the questionnaire, are elaborated: a) the characteristics of a good teacher; b) the…

Georgia is developing a state system to grant teacher certification on the basis of classroom performance and teaching effectiveness. In addition, a system of supportive supervision is available to each local school system as it develops plans for beginning teacher staff development. (Author/MLF)

Within three Liberal Arts departments, this study examined intercorrelations among college instructors' self ratings. Although instructors saw some relationship between their abilities and student outcomes, none of the correlations were especially large. The more instructors said that they enjoyed teaching, the more they estimated the amount of…

A self-nomination process is the key to a merit program in a Nebraska school system. An incentive award is distributed equally among teacher candidates who meet defined criteria in the areas of (1) student achievement, (2) candidate cooperation, (3) improving the profession, and (4) commitment to professional growth. (MLF)

An analysis of 408 recommendations for merit salary awards in various disciplines at one university showed that participation in administrative or committee functions or being active in research carries more weight than making special contributions to the teaching program. (Author/RM)

Presents a 10-statement true-false "test" on the effects of teachers upon student achievement and explains why each statement is false. (FL)

The federal No Child Left Behind Act (NCLB), which took effect in 2002 and requires that all teachers be highly qualified in the core academic content area(s) they teach, places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of the research showing that teachers' mastery of the…

Describes the development of two forms of the Checklist for Assessment of Science Teachers and their application to preservice teachers. Reveals that differences in classroom activities and student-teacher relationships are found between the treatment and nontreatment teacher groups, but not in teacher personal adjustment. (CC)

Five people-teachers, administrators and a State Senator, discussed teacher evaluation. (RK)

Teacher evaluation should be based on assessment of the process of teaching rather than on the product. If teachers are evaluated according to their ability to change, they will change. (Author/MF)

Until faculty evaluation is handled matter-of-factly, is based on clearly prescribed outcomes, and is conducted fairly, the community college will never fulfill its promise to its community. (Author)

Criteria are pursue ever higher goals; be adaptable; show your enthusiasm; plan and work with confidence; aim for perfection; be happy; set goals; use your imagination; be courageous. (RM)