Presents a six-step method for establishing a teacher evaluation program based on the plan developed in the Bettendorf (Iowa) school district. (WD)

Argues that effective English instruction cannot be measured with quantifiable scales nor in terms of behavioral objectives, but rather must be measured in terms of students' ability to adapt, decide wisely, and function within society. (AYC)

A single-letter grade, the traditional method of reporting the performance of student teachers, does not adequately reflect the strengths and weaknesses of vocational students' abilities to teach both content and skills. A criterion-referenced approach can provide a more descriptive record of each student teacher's competencies. (CT)

Given the problems of evaluating student teachers objectively, consistently, and with regard for acquired skills, knowledge, and attitudes, Whitman College education faculty sought to design a student teacher evaluation form using detailed descriptions of nine areas of teacher behavior. This article describes the instrument's construction and…

Offers categories, such as management of class time and use of practice and play, which can be used in observing the instructional performance of physical education teachers. A rating form is included. (SJL)

Political calls for accountability reflect a desire for real evidence on effective teaching, but these proposals tend to focus on the teacher, not teaching. Educators should create their own structure for the intraprofessional evaluation of teaching, emphasizing empirical examination of teaching intentions, processes, and outcomes. (SJL)

Discusses the possibilities and limitations of a procedure devised at the University of Marburg for objectively evaluating foreign language class instruction. Ten criteria used in observing are explained in detail. By means of an example, procedure is demonstrated for observing a 45-minute class period. (IFS/WGA)

Suggests a different perspective from which the evaluator can view the teacher-learner relationship--diversity of learner styles. (Editor/RK)

An assessment model for a preservice teacher education program is described that is developmental, allows for skills enhancement, involves both arts and science education faculty review, and includes evaluation strategies other than standard pen-and-pencil tests. Assumptions underlying the model are presented and the sequence of assessments as…

Identifies models for consideration of teacher quality and competence in nursing education. Presents a range of evaluation criteria in these categories: preparation, delivery, innovation, communication, self-assessment, instructional management, peer recognition, professional memberships and service, publications, and grants and contracts secured.…

Teachers more often speak of professionalism in terms of environmental conditions than in terms of standards and dispositions. In 1989, the National Board for Professional Teaching Standards devised a certification process that recognizes teachers for subject area expertise and for demonstrating what they know about students in early childhood or…

Explores research on principals' teacher evaluation competence, focusing on rating skills, student achievement impact, classroom observation effects, improvement strategies, and monitored performance. Teacher evaluation is frequently ineffective because of improperly selected purposes, excessively complex criteria, faulty or missing theory and…

The Fort McMurray Catholic School District in Alberta, Canada, developed an evaluation model to address shortcomings in typical plans, including failure to nurture competent teachers, assist beginning teachers, challenge accomplished educators, assess and improve school leadership skills, enhance staff ownership of the process, and counsel…

Describes several ways for child care center directors to approach staff evaluations. Discusses factors that contribute to the difficulty of this task and offers several models and guidelines developed by researchers for selecting good evaluation systems. Emphasizes the importance of a positive and supportive relationship between the director and…

This study reviews the criteria for assessing reflective thinking, and investigates how the process of reflective thinking develops in preservice teachers. Reflections of preservice teachers are assessed from two perspectives: content and depth. The findings include variations in the content, and that the pace at which reflective thinking deepens…