Presents survey results that reveal that most political science departments have clearly defined systems of summative teaching evaluation. These systems, however, lack diversity. Most rely solely on student assessment and use this primarily to identify potential problems. Recommends adopting more flexible and constructive approaches. (MJP)

Discusses results obtained through interviews with university science teachers with regard to their philosophies and practices in college science classrooms. Data revealed that teachers are not satisfied with all aspects of their teaching; however, they are not sure how to make changes that would maximize student learning. (ZWH)

To explore why teachers rejected videotaping as an observation and coaching method, researchers interviewed 29 teachers enrolled in teacher supervision classes to determine the human and the technical issues involved. About one-quarter of the problems were technical malfunctions and limitations, and the rest resulted from human responses to…

This study explored the relationship between teachers' sense of efficacy and their willingness to engage in a work-focused, trusting, professional relationship with colleagues. Interviews and conference transcripts were gathered from 10 dyads of teachers from three elementary schools in a large Canadian city. Each dyad engaged in at least four…

At the College of the Canyons in California, the majority of faculty are adjunct instructors, many of whom have had little formal background in teaching. In an effort to support these faculty and to assure the quality of instruction, the Associate Program for Adjunct Instructors was instituted. The program emphasizes the development and evaluation…

The Invitational Teaching Observation Instrument was developed to extend effective teaching through self-assessment and clinical supervision. Based on the theories of Invitational Education, this test analyzed both personal and professional dimensions of teaching. Items reflected research on effective teaching and were cross-validated with two…

A preliminary survey of 32 school districts identified as having highly developed teacher evaluation systems was followed by the selection of 4 case study districts (Salt Lake City, Utah; Lake Washington, Washington; Greenwich, Connecticut; and Toledo, Ohio) representing diverse teacher evaluation processes and organizational environments. Common…

This State model for teacher evaluation meets the requirements of Tennessee's Comprehensive Education Reform Act of 1984 (CERA). Special guidelines, approved by the State Board of Education for the beginning year of CERA (1984-85), are incorporated into the State model for local evaluation. Groups who must be evaluated during the 1984-85 school…

The Comprehensive Education Reform Act of 1984 (CERA) provides the mandate and framework for the Tennessee Career Ladder Program for teachers and administrators. The development and structure of the Tennessee Career Ladder Plan for teachers, a five level program which provides for teacher certification based upon performance, is discussed in this…

The contents of this guide, adopted for a one-year pilot study, include: standard operating procedures for the faculty development/effectiveness document (performance and evaluation contract); instructions and forms for evaluating effectiveness in teaching, administrative duties, and professional activities; and a faculty…

Intended as a text, this book emphasizes practical techniques of clinical supervision in working with teachers to help them improve their classroom teaching. It is divided into four units. The first provides necessary background for understanding techniques of clinical supervision. The next two units describe specific techniques for conducting…

Teacher evaluation procedures appear to focus on organizational maintenance aspects more heavily than on helping teachers improve their teaching performance. This conclusion was reached after a content analysis of teacher evaluation instruments used in New Mexico schools. Items focusing on the instructional role constituted only 28% of the items…

This 1st part of a 4-part report of the 3rd year of the Instructional Systems in Teacher Education (Insite) Project is introduced by Insite's coordinator and executive director, Arthur H. Rice. General descriptions of the program and special reports by staff members are included. Described are the characteristics of resident teachers,…

The current Navy instructor-training system is analyzed and recommendations made for the 1975-85 period. Six formal instructor-training schools are discussed. Included in the analysis are instructor selection and assignment, Instructor Training School staff, instructor training curriculum, instructor evaluation, instructor effectiveness,…

Edvantia, Inc. (formerly AEL) publishes "TransFormation" twice a year to provide policymakers with interpretive summaries of significant reports and rigorous studies about school transformation, giving special attention to research with possible implications for improving low-performing schools.This final print issue of…