Argues that teacher evaluation is necessary if the performance of teachers is to be improved. Suggests that it can be made more palatable as well as effective if those responsible for it realize that there is value in evaluation. (FL)

Administrators seeking the cooperation of teachers in the classroom observation phase of teacher evaluations should establish well-defined criteria in the areas of planning, technical skills, instructional skills, and classroom management so that teachers can recognize the evaluation process as an objective attempt to encourage their professional…

Nine recommended guidelines for teacher performance appraisal are offered as a basis for evaluating an appraisal system. Guidelines, involving a reward system, evaluation training, teacher involvement, classroom improvement, peer observation, alternative-data collection, paperwork, and supervisors, emphasize the positive qualities of teacher…

To ensure due process in teacher evaluations, administrators should follow 13 guidelines, including making teachers aware of the school district's expectations and its evaluation plan, obeying requirements in contracts and state and local laws, and helping teachers correct their deficiencies. (RW)

The author considers ways that an incompetent teacher's colleagues and the school administration can deal with the problems such a teacher poses. The positions taken by professional associations on incompetent teachers are cited. (SJL)

A model of teaching qualities is presented to provide teachers with a self-check aimed at improving their effectiveness. The activities and suggestions offered are designed to increase awareness of skills and characteristics of effective teachers. (JMF)

Illustrates one method for describing changes in classroom behavior of composition teachers: a methodology inventory that may be used as an indicator of expertise, a needs assessment, and a summative self-evaluation. (DD)

Offers some practical suggestions regarding a competency-based performance appraisal of student teachers. (Author/RK)

Successful teacher evaluation requires a set of attitudes and skills that can be learned. Describes a self-development process having four steps necessary for teacher improvement. (Author/RK)

Responsible administrators are obligated to confront poor teacher performance. Guides principals through 12 steps to take in the confrontation process that include the following: gathering information, waiting for a specific incident, developing a file, meeting with the teacher, helping the teacher to improve, and working with the teacher union.…

The task force recommendations offer professional standards for accomplished teaching and propose the establishment of a certification procedure for experienced German teachers. The recommendations were approved by the American Association of Teachers of German executive council in February 1993 and will provide guidelines for the association's…

Describes a California beginning-teacher support and assessment program, designed and carried out by a public university and two elementary school districts. discusses program strengths and challenges, changes made based on ongoing feedback and evaluation, and lessons learned during the program's first three years. Providing options and allowing…

The National Education Association and the American Federation of Teachers are bringing peer-review and assistance resolutions to the bargaining table. Both unions seek a new unionism with a strong role in ensuring teacher quality. Some critics are skeptical about putting teachers in charge of improving their profession. (MLH)

What characteristics are important in teacher evaluation? How should teachers be rated? Who should conduct the evaluation? These and similar questions remain subjects of a continuing controversy about developing effective teaching. (Author/RK)