This rating sheet, for both course and instructor, works on a 5-point scale: (1) strongly agree; (2) agree; (3) no opinion; (4) disagree; (5) strongly disagree. The intent of the evaluation is improvement of instruction, not criticism of the instructor. The course is judged by the relevancy of the textbook, the extent to which it fulfills its…

In the process of teacher evaluation, much needs to be taken into account other than a teacher's activities and behaviors inside the classroom. Also to be considered are the teacher's fixed goals for a particular class, his attitude toward his students, his peers' attitudes toward him, and an instructor's professional activities. Who should…

A 4-week Sequenced Peer Teaching program for experienced faculty members of Ohlone College (California) was designed to bring faculty together for the development and/or improvement of teaching. The program included the teaching of a sequence of assignments by individual participants to a class of peers. The teaching was video-taped and replayed…

This paper argues that the present system of teacher certification in New York State fails to adequately identify criteria for competency and suggests ways to improve this situation. The writer states that too much emphasis has been placed on the means by which certification is achieved while too little emphasis has been placed on the goal of…

Prompted by the current debate over tenure, the spread of teacher's unions, and the concern of legislators for providing a uniform teaching load in institutions of public higher education, there seems to be great interest in the whole area of faculty evaluation, as well as in the improvement of college and university teaching. The central purpose…

This report evaluates "A Program for the Orientation and Induction of New Teachers" workshop (POINT) Developed by the District of Columbia Public School System. Forty-one elementary school teachers participated in the POINT workshop designed to develop and upgrade the professional staff. The focus is placed on developing a strategy to prevent "new…

In many cases the only solution to dealing with unsuccessful teachers is to encourage them to go into some other profession. However, it is also the obligation of principals to make certain the beginning teachers get all the assistance that can be provided them to avoid the pitfalls and difficulties that the challenge of the classroom presents.…

Examines the effect of the educational reform movement and changes in the evaluation system on issues dealing with teacher development and retention. Recent events in Texas are used to explain how some issues, such as recertification testing, may be dealt with and to identify other issues that still need resolution. (GEA)

Many teachers indicate they would appreciate more administrator feedback about their classroom performance but don't receive it. Principals must take the time and effort to help teachers improve their instructional skills. Presents four findings from research on administrator feedback. Includes six references. (Author/MD)

The purpose and value of teacher observation is diminished if the post-observation conference is not well planned and productive. The observer must take into account the setting, the tone, and the messages conveyed. Includes advice on questioning strategies, data sharing, focusing strategies, and closure strategies. (Author/MD)

Team evaluation of beginning teachers is an effective way to improve the novice teacher's techniques. Organizing a team through a process of selection, postselection, and maintenance is helpful in achieving a collective goal. (DF)

This paper describes the establishment of a professional growth and evaluation system in Connecticut's New Canaan Public Schools. The effort included various significant opportunities for teachers to assess themselves and guide their own professional thinking and action. These opportunities resulted in richer feedback to teachers about their…

Author encourages principals to tolerate various teaching styles and related philosophies which include practices, behavior and activities differing from theirs. (GB)

The most essential criterion in student motivation which should receive primary emphasis is the behavior of the teacher. (Author)