Pellicer claims that personal interviews for selecting teachers can be made more reliable by using a structured approach. In response, Muller agrees that the structured interview is better than informal procedures, but states that the instrument used must be the product of careful research. (Author/MLF)

Proposes a method for evaluating courseware as an integral part of curriculum, based both on "curriculum commonplaces" (the curriculum content and all that surrounds it) and on educational values and beliefs; an evaluative matrix is offered, with the commonplaces arrayed along one axis, values and beliefs along the other. (MCG)

Use of multiple data sources in evaluation, or congruence analysis, promotes effective teaching. Data are systematically compared from classroom observation, teacher self-analysis, and student descriptions. A set is produced by scaling data from criteria and source. Diagnoses with suggested action are most useful in improving instruction. (CJH)

The understanding of teachers as examples is missing from most attempts to evaluate effective teaching, yet teachers value this intangible aspect above all else. Those who are good examples are still learning how to teach, deal with people one at a time, and see value in the work of everyone. (CJH)

The "skills trace" is a textbook evaluation process by which an evaluator isolates one skill and reads every reference listed in the index of the teacher's manual. The evaluator then observes how that skill is introduced, taught, practiced, and tested throughout the grades. (Author/DCS)

Skillfully interviewing students can elicit useful information about the quality of the educational program. (JM)

Presents common attributes of effective evaluation systems, which are drawn from studies in Arizona, Michigan, and Vermont. Attributes include participant acceptance of validity, participant understanding of system mechanics and rationale, properly trained evaluators, a variety of evaluation methods, and evaluation as a district priority. (CJH)

Calvert County School District, Maryland, has developed a differentiated teacher evaluation system that promotes collaboration among supervisors and administrators in rating teacher performance. Methods involve informal observation, rating observation, and nonrating observation. Implementation is accompanied by extensive formative evaluation by…

Discusses the purpose of the theory of developmental supervision, as well as the phases necessary to put the theory into practice. In this developmental model supervisors match their style of assistance to teachers' conceptual levels. Includes a table and references. (MD)

To audit school climate requires sound comprehensive planning and should include assessment of the climate dimensions of human satisfaction and human productivity. (Author/JM)

Pasco, Washington, School District will complete its fourth year using Thomas McGreal's (1983) goal-based teacher evaluation process. Describes the model's progressive phases designed to build teachers' responsibility for their own improvement. The plan invigorated teachers and improved teacher-administrator relationships. (CJH)

Evaluation procedures should focus on improving instruction, should be realistic and practical, and should enhance the supervisor-teacher relationship. (Author)

A junior high school principal describes how a small lap-top computer to record teacher and student classroom behavior assists in giving teachers an objective record and analysis. After independently analyzing the transcript, teacher and principal discuss recommendations during a postobservation conference. (CJH)

Defining "curriculum documents" as all written forms a curriculum might take (such as philosophy statements, scope and sequence displays, curriculum guides, instructional units, resource units, or courses of study), this article provides criteria and an instrument for evaluating such documents. (JM)

Discusses five methods of teacher evaluation used by progressive districts: (1) evaluation is linked to research on effective teaching; (2) evaluators receive improved training; (3) administrators are accountable for conducting evaluations; (4) evaluation-identified teacher deficiencies are used to focus staff development; and (5) teachers…