To assist school administrators, this handbook discusses types of supervision and evaluation and suggests ways to assess teacher performance. After a brief introductory section, the handbook's second section addresses five "fictions" about evaluation, including that evaluations must be "objective" and annual, require direct observation and…

Before teacher evaluation forms can have any significance for educational research their validity and reliability must be established. This study concerns itself with defining the suitability of the criteria-establishing items that may be contained on teacher evaluations. The areas of inquiry are: the rater (evaluator) difficulty level of each…

The instructional effectiveness of elementary classroom teachers is investigated through the use of distributions of student achievement scores. The data used for this investigation were reading, language, and arithmetic subtest scores on the Comprehensive Tests of Basic Skills for fifth and sixth grade public school children. Students were…

This report summarizes a doctoral dissertation that investigated the status of teacher evaluation practices in Arizona as of October 1974. Data were gathered through questionnaires mailed to the principal or chief administrator of all 774 public schools in Arizona. Respondents were asked to indicate the purpose, criteria, and frequency of teacher…

Highland Community College (Illinois) is currently developing procedures for the formal evaluation of its instruction, and will use this study on current practices and problems as a foundation. A review of recent research on the purposes of evaluation indicates that the most widely acceptable is the improvement of instruction. Appropriate criteria…

This book (paperback), developed for preservice teachers in pre-student teaching laboratory experiences at Southern Illinois University, is intended also for wider use. The first half (text section) has three parts. Part 1 includes rationale for educational laboratory experiences and discussion of student, administrator, and classroom teacher…

The intent of this study was to determine if any relationship existed between teacher effectiveness, based on selected criteria generally accepted by educators to denote effectiveness, and National Teacher Examination, Teaching Area Examinations (TAE) and Weighter Common Examination Total (WCET) scores. Teacher effectiveness was determined by the…

The need for a revision of teacher evaluation standards is made clear, not only from the change in our society over the past 10 years but also from the new political and social demands placed on our school systems. Administrators, principals, and school officials are all experiencing this need for improving teacher evaluation. Because of…

ERIC abstracts on evaluating teacher effectiveness, announced in RIE through March 1971, are presented. The key terms used in compiling this collection are "teacher evaluation" and "teacher rating." The following information is presented for each document: Author, title, place of publication, publisher, publication date, number of pages, ERIC…

Twenty-three teaching competencies identified as "essential" in a state-wide teacher survey by Florida's Council on Teacher Education (COTE) are reexamined as an aid in producing valid and assessable programs for teacher education. Three hundred and fifty central Florida teachers were questioned to rate the competencies on an…

A survey of win-loss records and length of coaching tenure for thirty Chicago public high schools reveals no relationship between tenure length and team effectiveness. The overall winning percentage of a team does not seem to be the determining criterion of coaching effectiveness at the high school level, and personnel changes are probably the…

Besides describing and comparing these two types of teachers, it is found that the criteria for rating teachers correlate more highly between graduates and principals than between current students and principals. (KR)

A structure for the evaluation of all levels of educational personnel is presented. The six assumptions regarding the evaluation instrument which form the structure's rationale are listed. Two examples of its actual use are illustrated: evaluation of post secondary teachers and counselors. (Author/MV)

Suggests that the traditional method of observing teachers and classrooms used by researchers should be abandoned. (Editor/RK)

In November 1974, the Department of Education in Alberta appointed a three member Task Force to study the competence of effective early childhood teachers. Discusses the qualifications necessary for being an effective early childhood teacher and guidelines formulated by the Task Force for evaluating teaching skills. (Author/RK)