Administrators seeking the cooperation of teachers in the classroom observation phase of teacher evaluations should establish well-defined criteria in the areas of planning, technical skills, instructional skills, and classroom management so that teachers can recognize the evaluation process as an objective attempt to encourage their professional…

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…

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…

Teacher evaluation is required before, during, and immediately after preservice education to insure a high level of teacher accountability. Personal motivation must be understood before one chooses the profession. Admission criteria to teacher preparation programs must be strengthened so that only proper candidates are selected. Professional…

Based on the view that instructional supervision means the improvement of both teachers and instruction, this paper attempts to show how instructional supervision is managed and administered by one principal. Data were gathered through observation and interviews conducted for a related study by the author on teacher rewards. The bulk of the paper…

This paper focuses on freshman-level students expecting to major in teacher education. In their long apprenticeship of observation as students, preservice teachers have acquired both a mass of information about schoolteaching and a subjective warrant to teach. In the introductory teacher education course, "Exploring Teaching," the…

As a botanist uses specific, non-judgmental descriptions that are part of a conceptual framework to help see different varieties and characteristics of plants, so teachers can see more clearly what they do if they describe rather than judge what is done. If the purpose of using a framework or model to discuss lesson presentations and classroom…