Addresses fairness in teacher evaluation by describing a process that includes clear definitions of competencies and ratings, communication of expectations, verbal and written feedback, teacher input, and a summary of observations over a period of time. Suggests adaptation of examples of a special education evaluation form and standards…

Outlines an approach to developing schemata using elementary school teachers' self-reports of their interactive thinking and reviews alternatives to traditional teaching skills. Describes schemata in the form of those models. (Author/HOD)

A model presented here offers a framework within which supervisors can respond to differences in teachers by considering relationships among their personal needs, role expectations, and job behavior. (JM)

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

Presented is a short excerpt from an article that summarizes some of Schon's key ideas concerning reflection-in-practice. Four categories of ideas are described: (1) frame analysis; (2) repertoire-building research; (3) research on methods of inquiry and theories; and (4) research on the process of reflection-in-practice. (SI)

Contends that first-year teachers and mentor teachers can each learn from the other. Describes some effective first-year/mentor teacher relationships, and gives tips for working together to new and experienced teachers. (WRM)

During the 1984-85 academic year, the Pennsylvania Department of Education (PDE) initiated efforts to reform school districts' teacher supervision/evaluation (TS/E) procedures. The goal was to improve the quality of classroom instruction and develop more consistent, meaningful teacher evaluations. This paper describes a study conducted by Research…

The premise of this article is that the positive influence colleagues may have on one another in the area of instructional supervision is often overlooked. (RC)

Instructional evaluation by students is viewed as one of the main vehicles to improve teaching-learning processes in higher education. There is also a growing trend to use this information for administrative purposes such as tenure, promotion and merit pay. On the other hand, reviews of research show almost consistently that written feedback from…

Excellence in teaching, the reform reports tell us, depends at least partially on "professionalizing" teaching. The "new" positions of master or lead teacher are proposed as a method of improving the status of our best teachers and placing them in positions to mentor other teachers. Are these new positions any different than the "old" positions of…

The goal of this panel was to recommend research that would identify factors affecting recruitment, selection, and retention of teachers and means of improving these processes. The panel also attempted to plan exemplary research and development activities for devising, validating, and installing methods for improving individuals' and institutions'…

This paper presents, in outline form, highlights from the AASA annual meeting clinic on teacher evaluation. The report presents (1) an overview of teacher evaluation, (2) the components of an effective evaluation plan for instructional personnel, and (3) a strategy for developing an effective teacher evaluation plan in a school system. (JF)

This paper reviews the research on effective teachers of the gifted, focusing on teacher characteristics, expected competencies, selection, training, and supervision. The research is applied to practice within the framework of Purdue University's Super Saturday Program. (Author/JDD)

Explicates four types of teacher competence (technical, clinical, personal, and critical) as they might relate to supervision. Examines the levels of comprehensiveness and complexity within each of the competence domains. Illustrates approaches to supervisory practice within these domains. Includes 2 extensive tables and 94 footnotes. (IW)

Based on a paper presented in the American Association for Children's Residential Centers' task force on The School and Residential Treatment, for the Joint Commission on Mental Health of Children (1967-1968). (JM)