Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals' OTP ratings. Specifically, we investigate the degree to which…

New assistant high school principal, Gwen, and veteran English teacher, Anita, disagree on Gwen's approach to instructional leadership. Gwen's focus as a supervisor is on raising student achievement test scores. She prefers to make brief visits to classrooms, and she knows exactly what she wants to see happening during those visits. Anita views…

Advises principals to back up their impressions of teachers' performance by using three types of documentation: informal (logging incidents and actions during the school year), formal (classroom observations); and summative (year-end, written evaluations of each teacher's overall performance). Sound instructional leadership requires documentation…

The author explains a school-specific lesson observation format that meets the specific needs of teachers and evaluators. The lesson observation components of teacher evaluation become a positive experience for both teachers and evaluators using this system. (MD)

Principals unable or unwilling to conduct thorough teacher evaluations using classroom observations should consider two other sources of evaluation data: "artifacts of teaching," including lesson plans, tests, activity instructions, and bibliographic handouts prepared by teachers, student work, peer testimony, and similar materials; and…

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)