The evaluation process as it affects teacher improvement was examined at Carleton College. Assumptions were made regarding the nature and use of student evaluation of teaching and from them a series of procedures was created for securing student evaluations in written form. (LBH)

Educational reform could be stunted if questionable staffing practices (emergency certificates, misassignment of teachers, and alternative routes to certification) continue and become more prevalent due to the predicted teacher shortages. Outlines the National Education Association's six-point program and the American Federation of Teacher's…

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)

Describes the University of Minnesota-Duluth's use of a three-part consulting model to improve instruction. Explains the rationale for extending learning center services to faculty and the model's components: an interview to assess instructor needs; data gathering through classroom observation, videotaping, student interviews, etc.; and final…

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)

This article presents a conceptual framework for examining the design and implementation of teacher evaluation processes in school organizations. Research on teaching, organizational behavior, and policy implementation suggests that different educational and organizational theories underlie various teacher evaluation models. (Author/BW)

This document discusses the creation of a faculty development program in Valencia Community College's Osceola Campus called Faculty to Faculty Connection. Part-time faculty makes up 48-55% of classes taught depending on the discipline, which is higher than the College's full time to part time ratio. The program's purpose is to address two concerns…

This publication describes teacher evaluation models that support teacher development. Chapter 1, "The Need to Support Teachers' Professional Growth," discusses the importance of a collegial school environment and where most of the support will occur. Chapter 2, "Types of Teacher Evaluation," describes formative and summative evaluation. Chapter…

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

Discusses the advantages of the clinical supervision of teachers, emphasizing the role of the principal in the observation itself. The advantages to both teacher and students of acknowledging the principal's presence and including him/her in the lesson are indicated. (SM)

Describes professional development activities for adjunct faculty instituted at College of the Canyons in California to improve teaching and strengthen ties between college and faculty at reasonable cost and with minimal bureaucracy. The Associate Program includes Instructional Skills and Advanced Teaching Workshops and a teaching analysis. (DMM)