Short-term and long-term studies of teacher effectiveness were categorized according to characteristics facets such as type of teacher, students, occasions, and subject matter to identify conditions over which these measures generalize (i.e., conditions in which teacher effects on pupil outcomes are stable). This review suggests that…

Based on research of teacher effectiveness, the Florida Performance Measurement System features formative and summative evaluation instruments comprised of wide-ranging concepts and indicators. Trained principals and supervisors observe and code behaviors for comparative evaluation. Florida districts and colleges make extensive use of the system…

Focuses on issues regarding the training of administrators in evaluation processes and the use of teacher evaluations for growth potential as well as termination. (JC)

Offers guidelines for makinng child care staff evaluations more trustworthy and meaningful. (HOD)

In order to attract and retain the best teachers and scholars, SUNY-Stony Brook has redefined its faculty evaluation process. Instead of weighing teachers' individual accomplishments such as publishing, a greater focus is directed toward their teaching skills, an area directly linked to the quality of undergraduate education.

Analysis of teacher evaluation instruments from 65 New Mexico school districts, concurring with nationwide studies, suggests that teacher evaluation is meant more as a tool for administrative decisions than for improving teaching. (JW)

Describes a model for validating creative endeavor as equivalent to scholarship in evaluating teachers for promotion. (PD)

Five sessions of a formal educational development program with 55 attendees were conducted between 1973 and 1975 at Wayne State University School of Medicine. Results are reported that suggest two conditions that contribute to accurate (valid) self-reports of learning via rating scales. (LBH)

Within the education community there is a lack of consensus about how to define criteria to be used in assessing teacher qualifications. This report describes findings of a survey sent to all building administrators and district superintendents in the Kansas public schools (n=1,554). The survey elicited a total of 868 responses, 60 percent…

Students showed no significant agreement with any of the other rating groups regarding least effective teachers. Students' judgments were related to class level and self-reported academic achievement suggesting that teacher evaluations represent a complex interactional process necessitating the specification of rater characteristics. (Author)

Studies of how to evaluate high school coaches' effectiveness found that most respondents felt that principals, athletic directors, and coaches should jointly arrive at a method of evaluation. Coaching competencies rated most highly included prevention and care of athletic injuries, supervision, and consistent discipline. Other valued competencies…

Disagreement about what constitutes good teaching persists because people's perceptions of education and of teaching are often bound up in their ideologies and undisclosed prejudices. Concentration on the form of the educational enterprise--on what is universal, as opposed to subjective--is urged. Implications for supervisors and for evaluation of…

Investigated evaluation trends in reference letters of four groups of 40 teacher-education graduates selected randomly from graduating classes of 1964, 1969, 1974, and 1979. Results indicated that classroom supervisor ratings written in 1979 rated students much higher than those completed in 1964 and 1969. (RC)

The shortcomings of the three main approaches to measuring teacher effectiveness (systematic observation, participant observation, and questionnaires) are discussed and problems of research design and analysis considered. The development of better measures of educational benefits to complement the emphasis on test scores is suggested. (Author/SK)