Uses a dialogue format to critique the arguments of W. Roth and M. Tobin for a radical departure from traditional conceptions and discussions of teacher evaluation. Makes the case that before considering radical new approaches, evaluators should understand strengths and weaknesses of existing models. (SLD)

Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)

Explored the perceptions of 12 teachers of the support available to them for professional development and the benefits and pitfalls for professional growth of a learner-centered teacher evaluation system. Teachers acknowledged support available, believed that the proposed teacher evaluation system offered opportunities for growth, but showed were…

Studied the current state of school superintendent evaluation practices across the United States using state policy guides and materials. Findings show that 8 of 50 states do not have requirements or guidelines for superintendent evaluation and other states do not meet all the essential criteria for quality personnel evaluation. (SLD)

Outlines seven shortcomings of portfolios for purposes of teacher evaluation and discusses the advantages of teacher dossiers, which are easier to judge, demonstrably reliable, and cost effective. Dossiers are more compact, processed, and usable for judges of teacher quality. (SLD)

Studied teacher evaluation practice in 27 North Carolina school districts 14 years after the initial implementation of the North Carolina Teacher Appraisal System. Findings show more inconsistencies in practice and less support for the system than would be desirable. (SLD)

The "Journal of Personnel Evaluation in Education" announces the establishment of a new section, "The Practitioner's Corner," a section that will provide the opportunity for practitioners from many educational environments to share information about issues, controversies, and programs in personnel evaluation that reflect practice. (SLD)

Examined the political rise and fall of the Louisiana Teacher Evaluation Program (LATEP), the centerpiece of the state's educational reform efforts. Study findings suggest that the political problems encountered by LATEP arose from competing program theories and competing implementation theories. Findings underscore the pitfalls associated with…

Examined the politics of principal evaluation through a review of the literature and in-depth interviews with 14 principals and 6 superintendents. Findings show that the format and processes used in principal evaluation often vary from one district to another and that principals and superintendents frequently hold different perspectives on the…

Studied the policies and practices used by school systems in Alberta, Canada, to evaluate principals. Responses from nearly all superintendents and a sample of recently appointed principals and interviews with 10 superintendents and 10 principals show substantial diversity in evaluation practices and some constraints on the evaluation function.…

Critical issues addressed in the literature with regard to teacher evaluation, appraisal instruments, and their use are reviewed. The focus of the study is to provide ideas and suggestions on improving the evaluation process, something best achieved by matching the appropriate instrument with that which it purports to measure. (SLD)

The teacher evaluation environment of a parochial school district that tried to encourage teachers' professional growth was studied through a survey of 171 teachers and interviews with 40 teachers. Teachers perceived that attributes of the evaluator, feedback received, and evaluation procedures were the most important aspects of evaluation. (SLD)

A professional support personnel evaluation model is presented that is grounded in sound evaluation theory and conceptualized in research as well as practice. Validity, reliability, and utility are acknowledged in the seven steps of an evaluation model that balances institutional and individual needs. (SLD)

Responses from 112 Virginia school principals were used to assess the presence of evaluation system components that assist principals in responding to incompetent teachers. While some evaluation system components were found to predict most of the variance in principals' effectiveness rating of their evaluation systems, none was found to predict…

The Georgia School Counselor Evaluation Program was developed in response to a legislative requirement to provide annual performance evaluations for all school counselors. The evaluation program is composed of two instruments and a set of procedures to ensure equitable evaluation for all counselors. (SLD)