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)

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)

England's new General Certificate of Secondary Education examination has improved teaching and broadened the range of skills appraised. Besides demanding new skills, a new professionalism, and parents' and politicians' trust, performance assessment is costly and time-consuming. Despite all care and effort, some will not view this method as…

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)

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…

Relates why educators should embrace tests as tools for transforming teaching and learning. States that rigorous and meaningful testing can help ensure the academic achievement of all students. Further, useful education assessments must make clear what they measure, and they must measure what educators value most. (Contains six references.) (WFA)

As a high school principal, the author came to realize that the traditional teacher observation and evaluation model did not help teachers become reflective and improve their practice. Because his own use of brief, frequent principal walk-throughs had given him valuable insights into the need for instructional improvements, he decided to offer…

Describes how to use quizzes, tests, writing assignments, and other assessments to improve instruction and help students learn. Suggests that instead of teaching to the test, teachers test what they teach and follow assessments with corrective instruction. Also discusses the benefits of assessments. (Contains 14 references.) (WFA)

Asserts that educators should reject test-based reform and focus instead on assessment practices that encourage higher level learning. Simply demanding higher scores, even with rewards and sanctions attached, is ineffective. Academic success comes not by teaching to standardized tests but by teaching for deeper, important meaning. (Contains 22…

Discusses which kinds of data educators should respect and which they should reject. Asserts that most state accountability tests fail to produce the kinds of data that will improve teaching and learning. Teachers can get the data they need from their own instructionally useful classroom assessments. (WFA)