It is proposed that in considering teachers' professional development, emphasis should be placed on teacher assessment as an intergral part of the developmental process, encompassing the total career of the teacher. An overview of the history of teacher evaluation is provided, as well as a review of background literature on professional…

This document outlines an approach to collecting and processing data for both professional development and course improvement. The approach, which combines elements of evaluation and research, is referred to as an instructional audit. Data collected during the audit addresses the following basic questions: (1) What does the teacher intend to…

The primary function of classroom supervision is to effect changes in teacher behavior that will result in improved instructional skill. Among the problems associated with supervision are lack of time, lack of specific supervisory techniques, and poor interpersonal relations. Some observational techniques available for supervisors to employ are…

This study investigates the relationship of (1) previous course-instructor rating feedback, (2) class size, and (3) various instructor personal characteristics, with the tendency of college instructors to make large errors in predicting course-instructor ratings by their students. Significant over- and under-predictors were identified for each of…

The collection and analysis of data concerning teacher effectiveness will continue to be of very limited use to teachers and administrators until our models of the educational process become much more sophisticated. Teacher performance indicators appear more relevant for judging teacher effectiveness than certification, education, and experience.…

The present state certification system for teachers evaluates the teacher's preservice education rather than his in-service ability to bring about the learning of children. Three organizations--teachers' colleges, local schools, and state education offices--must work together to extensively revise the certification procedure. Teachers' colleges,…

The present purposes of teacher evaluation commonly include: (1) professional growth for improvement of instruction; (2) clarifying goals and objectives; (3) measuring progress toward those goals; (4) clarifying inservice needs; (5) judging the contribution of the teacher to pupil progress; (6) determining salary; and (7) determining employment…

Testing teachers for recertification to ensure that all certified teachers and administrators can read and write adequately is supported. Insofar as possible, tests must be developed and used in ways that are not demeaning to educational professionals. Recertification testing may recapture public support for education, which has seriously eroded.…

In order to assess the impact of the National Board for Professional Teaching Standards (NBPTS) certification process, the NBPTS commissioned two surveys in 2001. The first survey examined the impact of the assessment process on teachers who had achieved NBPTS certification. Researchers sent surveys to 600 National Board certified teachers (NBTCs)…

Research shows that teacher quality affects student achievement more greatly than any other school-based variable. The No Child Left Behind Act requires a "highly qualified" teacher in every classroom by the 2005-2006 school year and achievement gains by all students over time. These realities give policymakers a strong incentive to focus on…

This publication assembles the most current research on professional development and change for teachers looking to accelerate their professional growth and the improvement of student learning. Designed as a how-to resource, it reviews the stages of building an effective professional development system. The seven chapters are: (1) "Developing a…

An experimental study was undertaken to examine: (1) effect of early course evaluation feedback to instructor on subsequent end-of-course class evaluations by students and instructor, and (2) stability of course evaluations by students and instructor. Instructor behaviors and opinions of course value and teaching ability were identified.…

Presented is a conceptualization of a science-teaching practicum and exploration of supervision dialogue between a student teacher of grade nine science and his supervising teacher. The Schon "hall of mirrors" model of supervision is utilized. The model focuses on "parallelisms" that are created at times between the practice of…

Preservice and inservice physical education teachers need feedback to improve their instruction and learning. At some universities, they can work in pedagogy labs, combining computer-based and observational feedback to improve their academic learning time (for example, analyzing their own videotaped performance within the pedagogy labs). (SM)

Educative teacher self-evaluation is proposed as a method to improve instruction. Envisioned is a mathematics-teaching evaluation instrument that includes a classroom student-behavior checklist, a procedural-conceptual-discrimination component, a projective-teaching-model-identification component, and an assessment of content understanding. (MDH)