A one-size-fits-all model of instruction cannot provide equitable access to education for all students. Research demonstrates that thoughtfully changing instruction to support student learning during a lesson, known as adaptive teaching, is an important component of effective literacy instruction. To understand this dynamic dimension of effective…

The use of a classroom observation tool to monitor differentiation strategies is described, and relevant research findings using the form are reported. The advantages for using this approach to document differentiation are discussed as are the reasons teachers may question its intent. Applications for practice include its use as a self-assessment…

This article addresses the impact of intensive, job-embedded mentor-coaching for 36 teachers and teaching assistants in relation to their language and literacy proficiency and the fidelity of their implementation of the Opening the World of Learning curriculum. The literacy scores for the majority of teachers in both the treatment and comparison…

The design and validation of a classroom observation instrument to provide formative feedback for teachers of EFL in Spain is the overarching purpose of this study. This study proposes that a valid and reliable classroom observation instrument, based on effective practice in teaching EFL, can be developed and used in Spain to enable teachers to…

Explores embodiment, conversation, and anecdote as a way to interpret the teacher's experience of being evaluated. Builds on a phenomenological investigation of the way evaluators "look" at teachers during performance evaluations. Argues that different means of evaluating teachers, one's that do not objectify the teacher, are needed. (DSK)

A teacher professional development program in Virginia identified 15 performance indicators of effective teaching. Teachers are given 5 years and 30 observations (during which only teacher strengths are documented) in which to demonstrate and assess their proficiency. Peer evaluations and monetary incentives are successfully utilized. (MLF)

Investigated was the intellectual behavior of 66 student teachers of science. Suggests that the degree of integration of teaching practice with theoretical studies may be a more important factor than length of teaching practice. (YP)

Suggestions are offered for faculty development and evaluation activities that can aid teachers' understanding and growth. Teachers can benefit from classroom observation feedback from other teachers who have been trained to appreciate the different kinds of cognitive processes used in the classroom. Observing teachers can record the pattern of…