Discusses commonalities and differences between faculty development and faculty evaluation, illustrating why, in practice, each is likely to fail without the other. Shows how the two concepts are key elements in organizational change. Calls for individual and institutional changes for institutional performance improvement. (DMM)

Case writing should be based on empirical data gathered from first-hand observation and interviews and should provide enough data to enable the student to develop a fairly detailed and well-argued plan of action. Case research can be an acceptable, rigorous research methodology. (JOW)

Suggests guidelines for evaluating department heads in elementary and secondary schools, especially heads who teach. Recommends getting teacher ratings and department head self-appraisals on 12 specific job tasks, as well as requiring monthly reports from the head to the principal and observing the head's normal job activities. (RW)

The consistency of ratings between different sections of a course taught in a given semester by the same instructor is examined, and the performance of global and attribute-type instructor rating items are compared. Five samples of physics instructors were rated by their students. (Author/MLW)

A research project was conducted to study the following areas: faculty research and publication programs at colleges of business, rewards for faculty research, publications considered for faculty rewards, quality evaluation of faculty research, and why business deans consider research and publication important. (CT)

Due to budgetary restraints, two major tasks confronting the physical education profession are: (1) to increase the overall productivity of the staff; and (2) to identify and weed out nonproductive faculty. An evaluative instrument is presented which measures nonteaching performance in a university department. (JN)

A survey of continuing education administrators addressed the question of the interpretation of the public service component of faculty evaluation. A majority of responses revealed that teaching credit or noncredit continuing education courses as a community service was not widely recognized in tenure and evaluation processes. (SK)

Recommends that a "Management by Objectives" (MBO) approach be considered for an effective faculty appraisal system. MBO appraisal is based on the assumptions that faculty members are capable of committing themselves to their work and that they will be allowed to participate in the administration of their areas. (JOW)

A system that helps students monitor their progress by providing regular feedback and producing a learning curve for each student as well as the whole class is described. The system is also designed to help faculty evaluate their own teaching performance. (MSE)

The doctoral degree is irrelevant in evaluating the artist-teacher. It is not that studio teachers dislike the doctorate or are incapable of attaining one, it is that the doctoral degree has no important meaning to their role--the creation, transmission and performance of music. (Author/SJL)

Argues that across-the-board pay raises perpetuate mediocrity and suggests the implementation of merit pay systems that reward instructors for out-of-class professional activities. Acknowledges the lack of a reliable instrument for measuring teacher effectiveness, but suggests that teams of well trained educators could establish criteria for merit…

Reports results of an instrument designed to discover relationships between student evaluations and faculty evaluations of teaching assistant performance in a large general chemistry program. (CS)

Describes an evaluation/promotion system developed at Pensacola Junior College whereby an anonymous faculty committee would independently evaluate each candidate's promotion documentation. After six years, very little agreement was found among the committee's evaluations. Evaluators worked from their own unique sets of criteria of effectiveness.…

Discusses the need for post-tenure faculty review to root out "dead wood" faculty and increase faculty accountability, focusing on the time frame for such reviews, who gets reviewed, and the intensity and ramifications of the review. Also notes criticisms of post-tenure reviews and the need to build community through self-regulation.…

Evaluated key factors motivating students to participate in teaching evaluation. Found that students generally consider an improvement in teaching to be the most attractive outcome. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion,…