In an effort to update teacher evaluation systems to reflect changing attitudes toward the teaching profession and to focus on staff development, state departments of education and school districts have designed mentor and master teacher programs, career ladders, shared leadership programs, and differentiated evaluation programs. They have also…

This article presents a documentation system that principals can use in the teacher evaluation process to help improve a teacher's performance or, if necessary, to present at a hearing to support a recommendation for termination. The documentation involves the use of several types of memoranda: (1) memoranda to the principal's file (for less…

In order to determine current practices and policies concerning the formal evaluation of certified teaching personnel in Alberta, this survey was conducted by means of a questionnaire (appended) sent to all school districts in the province. The findings were then compared to those of a similar survey conducted in 1977. The comparison revealed that…

Administrators and supervisors bear much of the responsibility for seeing that many things currently not happening in the language arts classroom do happen. Perhaps they do not take leadership in the language arts area because they are uncertain as to what elements make a good program. There are eight essential elements to look for in a good…

Teacher evaluations tend to be like clothes. Whatever is in vogue at the time is utilized extensively by those who are attempting to remain modern and current. If you stay around long enough, the "hot" methods of today will probably recycle to be the new discovery of the future. In the end, each school district develops an evaluation process that…

Management by Objectives is a professional approach to management that determines what must be done (including establishment of priorities); how it must be done (the program steps or plan of action); when it must be done; what resources are needed (personnel, equipment, money); what constitutes satisfactory performance; how much progress is being…

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)

Thirty elementary school principals in a large urban school system were interviewed. They identified a pattern of strategies for identifying, managing, and possibly dismissing, borderline incompetent teachers. (LHW)

In Toledo, Ohio, teacher union and school system leaders have collaborated on a controversial, but apparently effective, plan to purge the staff of incompetent teachers. It combines rigorous evaluation, training for new teachers, remediation for veteran teachers, and peer review by a corps of highly skilled consulting teachers. (TE)

Describes a 1984 report from the Rand Corporation that studied teacher evaluation practices. Problems revealed include lack of resolve and competence in principals, resistance or apathy of teachers, inconsistent evaluation practices between schools, and inadequate training for evaluators. (TE)

Reviews practices related to professional growth and development from teacher training programs, business, and higher education and proposes a model applicable for the professional growth and development of teachers. (FL)

Clinical supervision focuses on helping teachers improve their performance through the analysis of observed events in the classroom and postobservation critiques. (Author/MLF)

Describes Provo (Utah) School District's efforts to establish instructional leadership roles for its principals. To achieve instructional improvement goals, Provo principals are expected to provide leadership in four fundamental areas: staff development, curriculum review, clinical supervision, and evaluation and assessment. Includes four…

Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Passive, collaborative, and adversarial teacher conference roles were constructed in the conference process. Implications for supervision, educational leadership and reform, and teacher recruitment and placement are…