This paper describes the tenure review process at the El Paso Community College District, in Texas, providing District policies, instructions for candidates, and sample forms. The first section indicates that the 5-year, criteria-based process provides training for all participants and utilizes candidate self-evaluations, as well as reviews and…

This presentation addresses issues of faculty evaluation in the university context and the effective use and usefulness of portfolios. A section on portfolio content validity asks about the right things to include and briefly discusses scholarship, teaching, and service components. A section on criterion-related validity asks whether rival…

This paper questions whether it is appropriate to evaluate music educators exclusively on general competencies, or whether effective music teaching involves certain teaching behaviors, characteristics, and attributes that are so significantly unique that they demand their own set of evaluative criteria. The paper reviews selected relevant research…

This component of the California New Teacher Project describes comprehensive, innovative forms of assessment to be included in new teacher preparation and the credentialing process in order to promote successful induction of teachers into the profession. This report, organized into chapters, begins with an introduction that analyzes the…

This paper describes guidelines developed by Illinois State University (ISU) elementary supervisors for the mid-term and final evaluations of preservice student teachers. Evaluation instruments were developed from campus-based and field-based outcomes of clinical experiences and are used as a formative and summative basis for a precisely defined…

The Texas Teacher Appraisal System (TTAS), which evaluates teachers for career ladder placement, is compared with Hunter's model of effective teaching behaviors in this report. Teaching behaviors set forth in each model include encouraging student participation, providing feedback, efficiently managing instructional time, effectively organizing…

Teacher evaluation procedures, if ineptly accomplished, are potentially vulnerable to litigation (which most school districts can ill afford), because there is no consensus as to what constitutes effective teaching; hence the validity of rating systems and/or reliability of observations is open to challenge. Accordingly, the evaluation policies…

This paper presents eleven questions which must be raised concerning the use of student evaluations of community college teachers. Ten questions deal with the political, sociological, and psychological implications of the student evaluations currently in use. The last question concerns a legal matter--the use of unvalidated tests. (Author/DC)

Three contextual factors, the gender of the principal, the choice of subject matter used for the demonstration of competence, and number of years of teaching experience, have been shown to have an effect on the outcome of teacher evaluation. The annual evaluations of 521 elementary personnel using the Florida state-mandated single assessment were…

This study examines the content and nature of Maine's locally devised definitions of master teachers from three perspectives: (1) the criteria which have been proposed by 16 local committees; (2) the acceptability of such criteria to a broad cross section of Maine teachers; and (3) the comparability of what has been proposed to what appears…

In an effort to scrutinize the evaluative criteria used by public schools throughout the State of Washington and how these criteria resulted in the placement of certificated employees on probation, a questionnaire was sent to superintendents of 179 school districts. Fifty-one percent responded. The results of the questionnaire provide an…

Texas and North Carolina have exhibited strong levels of commitment to define and enforce standards of competent performance in the teaching profession. To make up for a prior lack of definition of what constitutes teacher effectiveness, both states have developed similar systems of teacher appraisal. In North Carolina, the Teacher Performance…

The emphasis in this manual is on effective teaching, how to recognize it, and how to coach the teacher in the implementation of effective teaching skills. A major focus is on continous professional development for teachers; suggestions and procedures for this development are presented. The learning kit is comprised of five chapters, all of which…

In response to accountability pressures over the past several years, a body of research attempting to identify characteristics of effective schools has developed. Efforts to improve school climate or evaluate teachers solely according to "effective school" characteristics may be misguided. One problem is that school effectiveness may be…

Cognitive mapping and interview techniques were used to: (1) examine the professional backgrounds of three university supervisors and their beliefs concerning the purposes of student teaching and supervision; (2) identify the supervisors' criteria in their cognitive maps of effective student teacher performance; and (3) continue developing and…