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Hopkins, Paul – NASSP Bulletin, 2016
The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation served as a framework for the study. An online survey was deployed to a…
Descriptors: Teacher Attitudes, Faculty Development, Public School Teachers, Teacher Evaluation
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Woodland, Rebecca H.; Mazur, Rebecca – NASSP Bulletin, 2015
Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…
Descriptors: Integrated Curriculum, Faculty Development, Communities of Practice, Instructional Improvement
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LeBrun, Paul F., Jr. – NASSP Bulletin, 1986
Effective teacher evaluation is important and influences the professional growth of experienced teachers. Recent studies reveal the need for teacher evaluation systems that enhance teacher professional growth and develop a sense of collegiality between teachers and administrators. (MD)
Descriptors: Educational Administration, Elementary Secondary Education, Faculty Development, Principals
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Heller, Mel – NASSP Bulletin, 1984
The author uses behavioral objectives as the framework for developing an evaluation system with a simple approach. He believes that simplicity is the key to successful implementation of evaluation systems. (MD)
Descriptors: Administrators, Behavioral Objectives, Check Lists, Elementary Secondary Education
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Jacobson, William C. – NASSP Bulletin, 1984
Shows how a mastery teaching program was applied to one Iowa school district to improve and evaluate teacher performance. Emphasizes the principal's role in such a program. (JW)
Descriptors: Faculty Development, Faculty Evaluation, Formative Evaluation, Inservice Education
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Zederayko, Glenn E.; Ward, Kelly – NASSP Bulletin, 1999
Teachers cannot be members of learning communities without time for regular reflection, research, collaboration, and innovation. A private academy developed a formalized learning process dividing faculty into three groups. Each undergoes an evaluation year, a learning development year (with reduced teaching load), and a consolidation/practice…
Descriptors: Educational Benefits, Faculty Development, Faculty Workload, High Schools
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Lempesis, Christopher – NASSP Bulletin, 1984
Finding that lack of time was the obstacle to teachers' peer observations, one school district devotes inservice time for teachers to observe each other. (JW)
Descriptors: Classroom Observation Techniques, Faculty Development, Faculty Evaluation, Inservice Education
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Larson, Richard – NASSP Bulletin, 1984
The elements of a good evaluation system are reviewed. It should be well planned, carefully implemented, reviewed annually by teachers and administrators, and have the support of all parties concerned. (MD)
Descriptors: Classroom Observation Techniques, Educational Administration, Educational Improvement, Elementary Secondary Education